Full Conference Program

Transcription

Message from the President
On behalf of the NARACES leadership and the
2014 Conference Committee, I would like to
welcome you to Providence, RI. Over the past
year, it has been a pleasure to work with such a
committed group of volunteers in order to bring
you what, we hope, will be an exceptional
conference experience. Our conference theme,
Lighting a Fire: Promoting a Professional
Counselor Identity for the Benefit of All, provides
the platform for a plethora of educational
opportunities to enhance your professional
development.
I am proud of the conference committee for
securing an impressive lineup of nationally
renowned keynote speakers and guests. On
Friday, Dr. Sam Gladding will conduct the
opening keynote. For Saturday, Drs. Darcy Haag
Granello and Paul Granello will speak during the
NARACES awards luncheon. Saturday morning,
we are fortunate to have Marty Jencius,
President of ACES, and Dr. Tarrell Portman,
President – Elect of ACES, facilitate a town hall
talk. I encourage all of you to attend this special
event to hear about current happenings within
ACES and have the opportunity to engage in a
dialogue with our national leaders. Another
ACES guest is Ned Golubovic, ACES graduate
student committee representative. Graduate
students, please take the time to talk to Ned and
find out about service opportunities for graduate
students at the national level. Finally, we
welcome representatives from our sister
organizations of CACREP and CSI.
Congratulations are in order for several groups
represented at the conference. First, I would
extend my congratulations and thanks to the
participants in the NARACES Emerging Leaders
workshop. This is a group of students and new
professionals who were selected to receive
leadership training during the Thursday preconference events. The slots for this year’s
workshop were highly competitive, so it is truly
an honor for them to have been selected as
participants. In addition, many of the emerging
leader participants from this conference as well
as those sponsored by NARACES at the ACES
Denver conference have already given back to
NARACES by volunteering this weekend. I am
truly grateful to be surrounded by so many
committed NARACES members. In addition to
the Emerging Leaders, I also would like to
congratulate the NARACES awards winners, who
will be honored at the awards luncheon on
Saturday.
Finally, I would like thank several groups of
people who have made this conference possible.
First, it has been a pleasure to work with the
Hilton Providence staff and event planners.
These dedicated people have greatly assisted the
committee in planning all the large and small
details of this weekend’s events. Second, I am
grateful for our vendor and sponsors in providing
financial support to offset the cost of the
conference for our members. Last, but certainly
not least, I extend my personal thanks to all of the
people who have volunteered their time on the
2014 conference planning committee, including
my graduate assistant, Seandel Wilkerson, who
researched and wrote the wonderful newsletter
articles about the city. Organizing a NARACES
conference is a tremendous amount of work, the
likes of which I could never have accomplished
alone. I was fortunate to have a dedicated, hardworking group of professionals to help make this
weekend such a success.
In closing, I hope you enjoy the 2014 NARACES
Conference and all it has to offer. Personally, I
am excited to be in Providence. Through the
NARACES newsletter articles about the city, I am
intrigued to experience it in person. I also
encourage you to attend the conference special
events such as yoga, the presidential and
graduate student receptions, and the town hall
talk. These events are designed to provide
wellness, social, and networking opportunities to
address your needs as a holistic professional.
Again, thank you for attending. Network! Learn!
Enjoy!
Holly Branthoover, Ed.D.,
Professor, Indiana University of Pennsylvania;
President & 2014 Conference Chair, North
Atlantic Region Association for Counselor
Education and Supervision (NARACES); ACES
2015 Conference Coordinator
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Message from the Past-President
I want to thank all of you for letting me serve
in a leadership position for the past 3 years. I
have been a member of NARACES for
fourteen years and have considered it my
professional home. I always return from a
NARACES conference full of new ideas and
enthusiasm for our profession and our
colleagues.
One of my goals for my presidency was to
start a supervision interest network. This
effort dovetails nicely with the ACES
presidential initiative to connect with and
better serve supervisors and support those of
us who strive for effective and quality clinical
supervision in our work and teaching.
We hope to jump start our network at the 2014
conference. Please join us at the Supervision Interest
Network on Friday, September 26 from 5:15 p.m. –
6:15 p.m. Updates from ACES and the discussion of
the new Approved Clinical Supervisor (ACS) training
modules will be on the agenda.
Welcome to Providence!
Tracey Robert, Ph.D., LPC, NCCC
Associate Dean & Associate Professor, Counselor
Education Graduate School of Education & Allied
Professions Canisius 102 Fairfield University; PastPresident, North Atlantic Region Association for
Counselor Education and Supervision (NARACES)
Welcome to Providence
Our 2014 NARACES host city has much to
offer.
 Dozens of restaurants within walking distance of
the Hilton. See the hotel concierge or conference
registration for a list.
 Providence Place mall is also in walking distance
for food and shopping.
 Many ways to enjoy the Providence River and
harbor. Check out La Gondola and Providence
River Boat Company.
A full WaterFire lighting
will take place starting at
sunset the evening of
Saturday 9/27 on the
Providence River
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Keynote Speaker: Friday Morning
Identity and Reality: Being a
Counselor in the Midst of Change
Friday, September 26th
9:30-10:30 am
Rosemoor Ballroom
Sam Gladding, Ph.D., LPC, Chair & Professor, Department of
Counseling, Wake Forest University
Samuel T. Gladding, Ph.D., is a professor in the Department of Counseling at Wake Forest University in
Winston-Salem, North Carolina. He is a Fellow in the American Counseling Association and its former
president (2004-2005). He has also been president of the American Association of State Counseling Boards
(AASCB) and Chi Sigma Iota (counseling academic and professional honor society international). A
prolific writer, Gladding is the author of 41 books (including revisions), over seven dozen refereed journal
articles, and five training videos. He has been a Fulbright Specialist twice (Turkey & China), an external
evaluator of counseling programs in Malaysia, and a mental health responder after the terrorists’ attack of
9/11 in New York and the shootings at Virginia Tech.
Special Address: Saturday Morning
Town Hall Meeting with ACES Leaders
Saturday, September 27th
9:30-10:30 am
Rosemoor Ballroom
This Town Hall meeting is an opportunity to meet with ACES Leadership to discuss activities of
the association. The ACES President and President-Elect will present the 2014-2015 ACES
Initiatives and provide the opportunity for members to engage in the ongoing dialogue of the
division. All are encouraged to attend. We especially encourage people interested in future
ACES regional and national leadership to attend. Graduate student are welcomed.
Marty
Jencius
Tarrell
Portman
ACES
President
ACES
PresidentElect
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Awards Luncheon Keynote: Saturday Afternoon
A Leadership Role for Counselor Educators
in Campus Suicide Prevention
Saturday, September 27th
12:00-1:15pm
Rosemoor Ballroom (2nd Floor Hilton)
Suicide is the 2nd leading cause of death on college campuses,
and about 1% of college students have a suicide attempt each
year. Counselor Education programs have an opportunity to
take on a leadership role in suicide prevention programming for
their campuses, from providing training, education, and
outreach to the campus community, organizing student groups
to promote awareness, and working with college counseling
centers and the local community to provide the highest quality
services for at-risk students.
Darcy Haag Granello, Ph.D., LPCC-S
Darcy Haag Granello, Ph.D., is a Professor of Counselor Education in the College of Education and
Human Ecology at The Ohio State University. She is an Ohio Licensed Professional Clinical Counselor
with a Supervising Credential. She has published over 60 articles in peer-reviewed national journals, has
made over 200 international, national, and state presentations, and has secured over $750,000 in grants. She
is co-author of three books (Suicide: An essential guide for helping professionals and educators; Suicide, self-injury and
violence in the schools; Counseling Today: Foundations of professional identity.). One of Darcy’s research foci is in
suicide prevention, assessment, and intervention, and she has received more than $700,000 in funding to
develop and implement a comprehensive suicide prevention plan for the OSU campus. Her second area of
interest is in counselor education, specifically the cognitive development of counselors, counseling
supervision, conducting outcome assessment, and attitudes towards persons with mental illness. Darcy and
her husband, Paul, are certified American Association of Suicidology trainers for assessing and managing
suicide risk, certified suicide prevention gatekeeper trainers, and Red Cross Mental Health First
Responders. Together they regularly conduct 3-hour and 6-hour trainings on suicide prevention,
assessment, and intervention to practicing mental health professionals.
Paul F. Granello, Ph.D. LPCC-S
Paul F. Granello, Ph.D., is an Associate Professor of Counselor Education at The Ohio State University.
He is an Ohio Licensed Professional Clinical Counselor with supervising credentials. Paul is a founding
partner with the Ohio Department of Mental Health in establishing the Ohio Suicide Prevention
Foundation. He is the recipient of $2.3 million in federal funds for suicide prevention under the Garrett
Lee Smith Act. Paul has presented and trained on suicide over 200 workshops nationally and
internationally and has co-authored three books on suicide (Suicide: An essential guide for helping professionals
and educators; Case studies in suicide: Experiences of mental health professionals; Suicide, self-injury, and violence in the
schools), and two textbooks (Wellness counseling; Wellness: Achieving a Healthy Lifestyle). Paul is a certified suicide
prevention instructor and an SPRC trainer. Paul also conducts research on psychotherapy outcomes and
the psychological and social characteristics of individual well being. He has published over 30 articles in
peer reviewed national journals, has authored numerous book chapters on suicide, anxiety, technology in
counseling, and wellness, and has published two DVDs on counseling techniques with Prentice Hall.
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Conference Schedule
Pre-Conference Events
Thursday
Morning (9:00 am- Noon)
 Adding a Nonverbal Focus to Multicultural Counseling Curriculum: Williams Room
 Emerging Leaders Workshop (invitation only; 9am - 1pm):Renaissance
Afternoon (1:00 pm- 4:00 pm)
 Wellness and Self-Care Workshop: Williams Room
 Excellence in Teaching Workshop: LaSalle
Evening (7:00 pm- 9:00pm)
 President’s Reception: Roger Williams
Special Evening Music
by
Conference Events
Friday
Friday 9/26/14
Event
7:00- 8:00 am
Yoga
8:00am- 4:30 pm
Registration
9:00- 9:30 am
Breakfast: Continental
9:30- 10:30 am
Keynote
10:30- 11:00 am
Snack/ Posters
11:00- 12:00 pm
Session I: 60 Min.
12:00- 1:15 pm
Lunch/ State Meetings
1:15- 2:45 pm
Session 2: 90 Min.
2:45- 3:15 pm
Snack/ Posters
3:15-4:15 pm
Session 3: 60 Min. & RT
4:15- 5:15 pm
Session 4: 60 Min.
5:15- 6:00 pm
Ancillary Events
Career Corner & Vendors
Interest Networks
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Conference Schedule
Saturday
Saturday 9/27/14
Event
7:15 – 8:15 am
8:00 am- 4:30 pm
Ancillary Events
NARACES Board Meeting
Registration
8:30- 9:30
NARACES Business Meeting
9:00- 9:30 am
Breakfast: Continental
9:30- 10:30 am
ACES Leaders Town Hall
10:30- 11:00 am
Snack/ Posters
11:00-12:00 pm
Session 5: 60 Min.
12:00- 1:15 pm
Lunch/ Keynote/ Awards
1:15- 2:45 pm
Session 6: 90 Min.
2:45- 3:15 pm
Snack/ Posters
3:15- 4:15 pm
4:14- 5:15 pm
Career Corner and Vendors
5:30- 6:00 pm
Journal Board Meeting
8:00 – 9:30 pm
Graduate Student
Reception
Sunset- 12:30 am
WaterFire downtown
Sunday
Sunday 9/28/14
Event
8:00- 9:00 am
Ancillary Events
Graduate Student Panel
9:00- 10:30 am
Continental grab and go
9:109:15-10:15 am
Session 9: 60 Min.
10:30 am-12:00 pm
Session 10: 90 Min.
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Conference Highlights
Thursday
President’s Reception [7:00-9:00 pm] Roger Williams Room ~1st Floor Hilton
Friday
Yoga with John Yasenchak [7:00- 8:00am] Renaissance
Registration [open 8:00am] 1st Floor Lobby
Continental Breakfast [9- 9:30am] Ballroom Foyer
Opening Keynote: Dr. Sam Gladding [9:30- 10:30am] Rosemoor Ballroom
Career Corner Open for File Review [10:30am- 5:15pm] Providence Boardroom Foyer
Lunch/State Meetings [12:00-1:15pm] Rosemoor Ballroom
Interest Networks [5:15- 6:00pm]
Supervision Interest Network: Tracey Robert, Chair trobert@fairfield.edu Hartwell
Research Interest Network: Atiya Smith, Chair atiyarsmith@gmail.com Promenade
Saturday
NARACES Board Meeting [7:15- 8:15am] Providence Boardroom
NARACES Business Meeting [8:30- 9:30am] Rosemoor Ballroom
Registration [open 8:00am] 1st Floor Lobby
Continental Breakfast [9- 9:30am] Ballroom Foyer
Town Hall with ACES Leaders Dr. Marty Jencius and Dr. Tarrell Portman [9:30- 10:30am] Rosemoor
Ballroom
Career Corner Open for File Review [10:30am- 5:15pm] Providence Boardroom Foyer
Special Sessions
Chi Sigma Iota
CSI Chapter Faculty Advisor Networking and Training [11:00am- 12:00pm] Promenade
Promoting Professional Identity and Advocacy: Roles for CSI Chapters and Networks
[4:15- 5:15pm] Rosemoor Ballroom Table 7
CACREP
Achieving Parity and Portability: CACREP’s Role in Advancing the Profession
[1:15- 2:45pm] Roger Williams Room
CACREP Table Talk [3:15- 4:15pm] Rosemoor Ballroom Table 7
Education Session by Keynote Speakers Dr. Darcy Haag Granello and Dr. Paul Granello
Training School Counselors to Conduct Suicide Prevention Gatekeeper Trainings in
their Schools [4:15- 5:15pm] Roger Williams
Awards Lunch and Keynote: Dr. Darcy Haag Granello and Dr. Paul Granello [12:00- 1:15pm] Ballroom
To be presented:
2014 NARACES Awards and
2014 ACES Research Awards
CES Journal Board Meeting [5:30- 6pm] Providence
Graduate Student Reception [8:00- 9:30pm] Renaissance
Providence River WaterFire [sunset- 12:30 am]
Sunday
Graduate Student Panel [8:00- 9:00am] Renaissance Room
Continental Grab and Go Breakfast [9:00- 10:30am] 2nd Floor Ballroom Foyer
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PRECONFERENCE
WORKSHOPS
[MORNING]
Adding a Nonverbal Focus to Multicultural
Counseling Curriculum
3.0 CEUs
Thursday, September 25, 2014 9:00 am- 12:00 pm
Room: Williams
Fee: $25; see registration desk for availability
Lead Facilitator: Mike Mariska, Ph.D., NCC; Plymouth State University
This workshop will review how a nonverbal focus can improve multicultural competency for counselors in
training, and instruct participants how to add nonverbal awareness and skill training to their curriculum. Drawing
on decades of research from a variety of fields, the presenter will review key nonverbal communication areas
that are pertinent to cross-cultural counseling. In addition, intervention strategies and class activities that can be
used to teach awareness and skills will be discussed. Workshop content will consist of lecture and Powerpoint,
video and live demonstrations, role-play activities, and group discussion. Numerous resources will be provided,
including handouts, prepared activities, and a comprehensive list of references.
Emerging Leaders Workshop
Thursday, September 25, 9:00 a.m. – 1:00 pm (Lunch provided)
Room: Renaissance Room
Invitation only: Emerging Leaders Grant Awardees
This workshop is offered to enhance the professional and personal development of emerging leaders in the
counseling field, to enhance the diversity of NARACES, and to help engage talented and dedicated leaders with
NARACES. Participants will have the opportunity to explore their leadership skills and development, review
professional goals and learn about leadership opportunities in NARACES and ACES. They will meet current
regional and national leaders.
Facilitators: Tracey E. Robert, Ph.D., LPC, Past-President, NARACES, Associate Dean & Associate
Professor, Counselor Education, Fairfield University; Nicole Hill, Ph.D., LPC, Past-President, ACES, Chair &
Professor, Counseling & Human Services Department, Syracuse University; Summer M. Reiner, Ph.D.,
LMHC, NCC, ACS, Past Chair, ACA North Atlantic Region (NAR), Past-President, NARACES, Associate
Professor, The College at Brockport, State University of New York.
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PRECONFERENCE
WORKSHOPS
[AFTERNOON]
What’s so “Great” about the Greatest University
Instructors? Applying Evidenced-Based Teaching
to Counselor Education
3.0 CEUs
Thursday, September 25, 2014 1:00- 4:00 pm
Room: LaSalle
Facilitators:
LeeAnn Cardaciotto, PhD., Associate Professor, La Salle University
Megan M. Krell, PhD, NCC, Assistant Professor, Fitchburg State University
Krista M. Malott, PhD, LPC, Association Professor, Villanova University
Angela I. Sheely-Moore, PhD, NCC, Associate Professor, Montclair State University
A vast body of literature exists regarding best practices in university-level instruction. Yet virtually none of it is
written about in the field of counselor education - and very few doctoral level programs provide systematic
training in this essential topic. This interactive workshop introduces you to what some of the ‘best’ are doing at
the university level to impact student learning outcomes.
The Integration of Chi Gong, Narrative, and Expressive
Approaches to Support Self Care and Professional Identity
Development: Well-Being, Work, and Healthy Adjustment
During Life Transitions
3.0 CEUs
Thursday, September 25, 2014 1:00- 4:00 pm
Room: Williams
Facilitators:
Melissa Rosenberg, LCPC, PhD and Adele Baruch, LCPC, PhD
University of Southern Maine
We will offer discussion and exploration around well-being and healthy adjustment during life transitions, with an
emphasis on a relational perspective of both of these concepts. The application from movement, narrative, and
creative arts approaches will be introduced in an experiential fashion to demonstrate how these approaches may
be used to support well-being and healthy life adjustments during life transitions. Successfully applying imaginal
approaches to the navigation of challenging life transitions has the capacity to promote a cohesive identity. We
will offer the opportunity for participants to acknowledge past experiences while actively creating a transformed
narrative and practices to support a more integrated sense of self.
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Conference Sessions
FRIDAY, SEPTEMBER 26
FRIDAY
10:30 AM – 11:00 AM
POSTER SESSIONS
Counseling and Professional Identity. The model draws
from various theoretical approaches commonly used in
counseling, including Padesky’s Five Aspect Model,
Bronfenbrenner’s bioecological model, and Prochaska’s
stages of change. The T/C model expands on these
Supervision Training for Site Supervisors:
existing theories, however, by taking a holistic approach
Committing to Quality Education
and encompassing not only the internal mechanisms of
Travis W. Schermer, Carlow University
personality, but also taking into account external
twschermer@carlow.edu
Location: Renaissance Foyer
influences both past and present. The model, while
drawing from diverse theoretical approaches, is itself
The ACA Code of Ethics and CACREP standards require atheoretical. This allows counselors who practice from
that supervisors receive training in supervision. This
multiple theoretical perspectives to utilize the model
presentation will focus on different ways to provide
effectively. In addition, the T/C model is practical in its
training to supervisors and pertinent supervision issues to implementation, designed to facilitate goal setting and
cover for effective practice. Challenges to providing this
intervention, as well as conceptualization.
training will be addressed in the presentation and
potential solutions will be proffered.
School Counselors Training and Preparedness in
Dealing with LGBTQ Issues Through the Lens of
Challenges and Needs of Caribbean Immigrant
Multicultural Counseling Competence
Students: Guidelines for School Counselors
Cameka Hazel, University of Rochester
cameka22@gmail.com
Stephaney Morrison, Hunter College-CUNY
Julia Bryan, Penn State University
sca0011@hunter.cuny.edu
Caribbean immigrant students are among immigrant
groups in U.S. public schools with complex needs that
school counselors often must address. This presentation
will discuss the sociocultural, linguistic, and emotional
challenges Caribbean immigrant students face and how
these challenges create obstacles to their academic and
personal/social success. The presenters will lead the
participants in a discussion on culturally specific
guidelines which school counselors can use to promote
the healthy adjustment of Caribbean immigrant students
in the school context.
This literature review will investigate the extent to which
school counselors are trained and prepared to meet the
needs of lesbians, gays, bisexuals, transgender and
questioning (LGBTQ) adolescent in school settings.
Articles from 1988-2014 will be reviewed. The common
theme emerging from research is that lack of clinical
training and practice in graduate programs, societal biases
and stigma that is still associated with h omosexuality, and
the lack of empirical research and professional journals to
guide school counselors are all contributory factors to
school counselors unpreparedness to effectively address
the needs of their LGBTQ student population. These
themes will be further explored.
Teaching Case Conceptualization using the
Temporal/Contextual Model
Matthew J. Snyder, West Chester University of Pennsylvania
msnyder@wcupa.edu
The T/C case conceptualization model introduced in this
presentation as a road map for gathering client
information and exploring client problems and strengths.
It was developed as part of a textbook the presenter is coauthoring for Sage publication’s textbook series called
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FRIDAY
11:00 AM - 12:00 PM
EDUCATION SESSIONS
SESSION 1
Preventing the Burn: Preparing Students for the
Challenges of Compassion Fatigue and Vicarious
Trauma
Jane Webber & J. Barry Mascari, Kean University
janemwebber@gmail.com
Location: Providence Boardroom
Viktor Frankel’s caveat, “That which is to give light must
endure burning” underscores the importance of
addressing the impact of compassion fatigue, vicarious
trauma, and dual trauma on counselors and graduate
students. However, it is challenging to find appropriate
resources to describe these constructs, as well as their
effects on counselors in recent mass disasters and
traumatic events. Experiential learning activities, popular
movies, and instructional videos by master trauma
therapists are presented that can be easily integrated into
the curriculum to enhance students’ awareness,
knowledge, and skills. Multimedia resource lists linked to
student learning objectives will be shared.
Counselor Educators’ Perception of Military as a
Culture and Focus in Counselor Training Programs
Heather C. Robertson, St. John's University - Queens Campus
robertsh@stjohns.edu
Location: Renaissance
Licensed professional counselors have struggled to gain
equal access to counseling military populations. In order
for LPCs to remain competitive and marketable with
military clients, the profession must demonstrate that
counselor educators recognize the unique needs of
counseling military cultures, and that our programs are
dedicating to preparing counseling students to meet these
unique needs. This study examines the perspectives of
counselor educators’ recognition of the military as a
distinct culture, as well as a culture that should be
included within counselor education programs.
Implications for developing counseling programs that
address military populations will be included.
Is it Racist? Addressing Racial Microaggressions in
Counseling
Krista M. Malott, Villanova University
Tina R. Paone Monmouth University
directives for teaching the topic. To meet this need, this
presentation provides a series of pedagogical exercises to
aid educators and trainers in addressing racial
microagressions. Activities are designed to be interactive
and enjoyable, to reduce the likelihood of learner negative
reaction to a potentially taboo topic which, in turn,
increases learning potential. The training, having been
applied numerous times by the first and second authors in
both university and community settings, has shown to be
well received by all.
Teaching Family Theories to a Tune
Andy Felton, University of Wyoming
Afelton4@uwyo.edu
Location: Hartwell
Creative methods, such as movies, drawing, and role plays
are often used as a teaching method for counselors-intraining. One expressive teaching method that is often
overlooked is the use of music. Music, as well as other
creative methods, encourages critical, analytical, and
innovative thinking. Through music, counselors-intraining can better understand and apply family theories
as well as facilitate future work with families. In this
presentation participants will learn the benefits of music
in the classroom, engage in experiential exercises, and
discuss the implementation of music to further promote
the counseling identity.
Emerging Adults as Emerging Counselors: Working
Through The Transition
Jacqueline Hodes & Karen Dickinson, West Chester University
jhodes@wcupa.edu
Location: LaSalle
Many graduate students pursuing careers in counseling
(school and student affairs) are beginning their graduate
work directly from their undergraduate experience.
Others have taken a year or two to work and are
returning to school to enhance their skills/job
opportunities. As the average age of our student
decreases, we are faced with a student body who are in an
emerging adult life stage. In order to help these students
develop a counselor identity, we must also take into
account the unique features and challenges of this specific
developmental stage. This workshop will discuss the
features of Arnett’s Emerging Adulthood theory in
relation to counselor identity development of traditional
aged graduate students.
Krista.malott@villanova.edu
Location: Promenade
Racial microagressionsare recognized as a modern and
pervasive form of racism, with detrimental impacts on the
psychological health of persons of color (Sue, 2010). In
spite of this understanding, there is a dearth of specific
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Preplanning Activities to Enhance Receptivity to
Corrective Feedback in Clinical Supervision
Tracey Robert & Diana Hulse, Fairfield University
trobert@fairfield.edu
Location: Williams
Throughmovement activities, short lecture, and
discussion this interactive workshop will provide
participants with tools to enhance supervisee receptivity
to corrective feedback in clinical supervision. The
presenters will introduce ways to address self-assessment
for the supervisor prior to meeting with a supervisee and
methods to engage superviseesin preplanning for
corrective feedback in clinical supervision. The materials
introduced in this session can be adapted for use in
counselor training classes, in clinical coursessuch as
practicum and internship, and in individual and group
clinical supervision.
Training Counselors to be in the Classroom
Sean Finnerty, Syracuse University
sean.finnerty@oswego.edu
Location: Roger Williams
School counselors actively engaging in counseling core
curriculum allows them to meet the need to work with
and positively influence all students. Through the use of
an interactive lecture format, this session will explore
current experiences in training methods related to core
counseling curriculum. Additionally, recent unpublished
research will be shared, both qualitative and quantitative,
that provides important insight into how to most
effectively train school counselors in the various aspects
of functioning in a classroom setting.
FRIDAY
1:15 PM – 2:45 PM
EDUCATION SESSIONS
SESSION 2
Graduate Student Wellness & Resiliency: Taking
Care of Yourself So You Can Take Care of Others
Atiya R. Smith, University of Rochester
Nedeljko Golubovic, Georgia State University
atiyarsmith@gmail.com
Do you strive to be a superstar student? Are you in
school, working, supervising, researching, teaching, and
performing clinical work? Are you aware of how much
stress and pressure you are under? Come to this
interactive, experiential session focused on increasing selfawareness and creating your own personal wellness plan
to help you throughout the rest of your graduate career
and beyond!
Transitioning School Counselors to the World of
Effectiveness, Evidence, and Evaluation
Carol Dahir, New York Institute of Technology
Barbara Donnellan, Lindenhurst Public Schools
cdahir@nyit.edu
In an evidence based world, today’s school counseling
graduate students as well as practitioners, must be able to
demonstrate how their work positively impacts student
achievement and support every student’s ability to
achieve, succeed, and graduate high school college and
career ready. Participants will examine the elements of
“good school counseling practice” and their relationship
to student learning outcomes (SLOs). Utilizing “user
friendly” tools, participants will identify activities that
align with the expectations of evidence based school
counselor evaluations that are required in Race to the Top
states and school districts.
Integrating Mindfulness into Counselor Education
Courses
Jason T. Duffy, Syracuse University
Douglas Guiffrida University of Rochester
Serina M.R. Tetenov University of Rochester
jtduffy@syr.edu
Location: Promenade
Within the past decade there has been an explosion of
research supporting the use of mindfulness in a variety of
contexts, including education, counseling, and healthcare.
Additionally, research suggests the utility of mindfulness
in counselor training; however, only a few studies have
examined the efficacy of mindfulness in counselor
training and none have examined how it can be integrated
into existing counseling courses. In this presentation,
participants will learn ways in which mindfulness
principles can be integrated into counselor education
courses. Additionally, the presenters will share results of
their qualitative study that examined the experiences of
master’s-level students who participated in a mindfulnessbased Counseling Theory and Practice course. Time will
be allotted for audience questions, discussion, and
participation in a brief mindfulness activity.
American Red Cross/Counselor Education
Community Partnership in Disaster Counseling
Training.
Ken McCurdy, Gannon University
mccurdy003@gannon.edu
Location: Hartwell
This workshop presents a three-year collaboration
between a Clinical Mental Health Counseling masters
program and the American Red Cross (ACR) to prepare
Counseling students to serve as Disaster Mental Health
professionals in the community. Participants will
understand the mechanisms for creating a
12
Comprehensive Crisis and Disaster Counseling course
that integrates ARC Disaster Mental Health and
Psychological First-Aid training that meets CACREP
accreditation standards. Learn everything you need to
know to recreate this type of partnership at your graduate
program.
Strategies for Addressing Spirituality in Counselor
Education Programs
Claudette A. Brown-Smythe, Syracuse University
Sarah Spiegelhoff, Syracuse University/ LeMoyne College
Enhancing Professional Identity in Students and
Counselors: Stories from a Professional Event
Jenny Cureton & Hannah Kreider, University of Northern
Colorado
Spirituality in counseling continues to become more
popular. Even with this acknowledgement that counselor
education program curriculum have move towards
embracing multiculturalism and social justice, discussion
around embracing and affirming spirituality and religion
continue to lag behind discussions on ethnicity, race,
gender and sexual orientation and ability/disability. It is
equally important for counselor trainees to increase their
sensitivity to and explore their own spiritual journeys and
how their spiritual and or religious values influence their
worldviews just as the other components of culture. This
session will review ASERVIC spiritual competencies,
explore challenges, and benefits towards enhancing
counselor trainees’ spiritual competencies and summarize
research practices and strategies that can be implemented
to enhance and affirm spiritual competencies.
jennycureton@EvolutionsCounseling.com
Location: LaSalle
This presentation provides an empirically-based strategy
to enhance counselor professional identity development
(CPID). The importance of CPID has been reiterated in
the literature. Involvement in organizations such as Chi
Sigma Iota (CSI) can enhance CPID. One suggestion to
enhance CPID that has not been investigated is
community-building. A grant-funded event was provided
for counseling students. A narrative inquiry explored
participants’ experiences connected to their CPID.
Participants included student attendees, planning
committee members, and professional counselors who
presented at the event. The goal of this presentation is to
share these stories and research findings. Presenters
utilize engaging visuals, experiential activities, and the
words of participants to share information attendees may
use in future efforts to enhance CPID in themselves and
others.
Facing our Fears: Instructional Methods for
Accelerating Multicultural/Diversity Competence
Kathryn Newton, Marcy Douglass & Rose Merrell-James,
Shippensburg University of Pennsylvania
ksnewton@ship.edu
Location: Williams
The 2014 ACA Code of Ethics charges counselor
educators with actively infusing multiculturalism/
diversity competence (MC/DC) into all aspects of
counselor training. At the same time, it is well established
that MC/DC is a “lifelong learning process” that requires
ongoing examination of personal beliefs and values, and
engaging in experiences outside our own cultural
community. How do we as educators operationalize
MC/DC into short-term learning experiences that ensure
adequate awareness, knowledge and skill for counseling
practice? How do we convey the significance of MC/DC,
helping trainees bridge the gap between individual
worldview and professional expectations? Presenters will
share preliminary short and long-term data from
instructional methods being used to accelerate growth in
MC/CD as both practice and professional identity.
cabrowns@syr.edu
Integrative Reflective Model of Group Supervision
Tracy A. Stinchfield Immaculata University
Nicole R. Hill Syracuse University
tstinchfield@immaculata.edu
Location: Shula’s Private Dining Room
The presenters will discuss an innovative approach to
group supervision using the Integrative Reflective Model
(IRM) that builds upon the Discrimination Model
(Bernard, 1979) and the Reflective Model of Triadic
Supervision (Kleist & Hill, 2004). The IRM teaches
counselors-in-training about supervision models and how
to implement them during their own supervision
experiences. Participants will view a taped supervision
session where the IRM is applied to group supervision. At
the conclusion of this presentation, participants will have
the knowledge and skills to conduct their own group
supervision sessions using the IRM approach.
13
FRIDAY
2:45 PM – 3:15 PM
POSTER SESSIONS
A Constructivist Model for Promoting Spiritual
Competencies in Counselor Trainees
Devon Manderino, Waynesburg University
Defining Professional Counselor Identity from a
Multicultural Perspective using Racial Identity
Development Model
Sudha Nagarajan, Montclair State University
nagarajans1@mail.montclair.edu
The development of counseling and counselor education
based on the Racial Identity Development Model (Helms)
will be explored. The various stages of identity
development-conformity, dissonance, immersionSpirituality has been directly linked to positive outcomes
emersion, internalization, integrative awareness will be
in counseling, while spiritual crises contribute to
psychological symptoms such as anxiety, depression, and explored in the context of professional counseling,
psychosis. Despite this recognized link, counselor training supervision and counselor education.
related to spirituality is inconsistent and untested. This
Re-Invention: Lighting Up a New Stage of Identity
presentation will review a recent study of specific
Development for Counselor Educators
educational activities that significantly improved the
counselor trainee competency levels regarding the role of Marion Cavallaro, The College of New Jersey
cavallar@tcnj.edu
spirituality and religion in counseling. Possibilities of
application within counseling programs will be explored.
manderinod@gmail.com
Merging Professional and Ethnic Identity: The
Journey of a Latina Doctoral Student
Rebecca Vazquez, Regent University
rebevaz@mail.regent.edu
There is a paucity of research within counselor education
that addresses the intersection of professional and ethnic
identity. Using CACREP standards (2009) and wellness
models, the presenter will explore how counselor
educators can encourage a healthy merging of these two
important identities specific to doctoral students. Ethnic,
professional, and doctoral student identities will be
defined and cultural implications within counselor
education processes will be explored. Recommendations
based on research and personal reflection will also be
discussed.
According to traditional models of career development
counselor educators in the later stages of their career are
approaching “disengagement” and begin to decelerate
work related tasks. This presentation offers an alternate
view of this stage called “re-invention” which can be a
time for counselor educators to reengage in work and/or
life activities and renew their interests or develop new
goals and challenges. This presentation will suggest
various social construction career-related activities
counselor educators can use to self-examine their
work/life priorities and write a new chapter in their lives
filled with meaningful goals and pursuits.
FRIDAY
3:15 PM – 4:15 PM
EDUCATION SESSIONS
SESSION 3
Passing the Torch: Utilizing a Professional
Genogram to Increase Counselor Identity
Kristyn Maikranz, Caleb Thompson & Cebrail Karayigit,
Duquesne University
Let's Talk About Sex: Teaching a Sexuality and
Counseling Course from a Sex Positive Perspective
Brandon Hunt, Penn State University
The professional genogram will focus on assessing
patterns of interaction and realms of influence within
one’s academic pedigree. This session will explore
strategies that aim to increase counselor identity through
the use of a professional genogram during a master’s level
counselor education program. Steps for creating a
professional genogram will be demonstrated.
Using a sex-positive approach, the presenter will discuss
how to teach a sexuality and counseling course using an
experientially based approach. Topics include educating
students about sexuality, discussing sexuality with a range
of clients, and conducting a comprehensive sexuality
assessment. Based on existing literature and research, as
well as the presenter’s experience teaching a sexuality
counseling course, the presentation will be interactive
with time for small group discussion.
Maikranzk@duq.edu
bbh2@psu.edu
14
Supervising International Students: Strategies for
Effective Supervision
Claudette A. Brown-Smythe Syracuse University
Sarah Spiegelhoff Syracuse University/ LeMoyne College
Jaime Hernando -Castillo III Syracuse University
cabrowns@syr.edu
International students are prominent faces in the makeup
of many graduate counseling programs, enhancing
cultural diversity of both the students and the counselor
educators. Many international students face the practicum
and internship period with high levels of anxiety and fear
about acceptance, understanding, and being understood
by their clients and peers. Supervision is the place to
explore these fears and process happenings in the
counseling exchange. This presentation will reflect
experiences from supervising Masters’ level international
students’ in practicum and internship, and present some
suggestions on how to address acculturative stress and
improve this experience. Additionally, the presentation
will challenge supervisors to reflect and gain insight to
their own assumptions and cultural awareness.
Firing Up School Counselors: Challenges and
Approaches to Teaching the ASCA National Model
Karen Dicksinson & Eric W. Owens, West Chester University
kdickinson@wcupa.edu
Location: Promenade
With the release of the third edition of the ASCA
National Model, counselor educators are reminded of the
significance of helping students understand and
implement the model in their practice. However, teaching
the model can be challenging, especially when students do
not see how it is implemented in the field. The purpose
of this program is to better understand students’ needs in
understanding the National Model, as well as sharing
successful pedagogical strategies for teaching the model.
Current research on students’ perspectives on the model
will be used to inform the discussion regarding teaching
and curricular strategies.
The Comprehensive Counseling Skills Rubric:
Grounding a Comprehensive Outcome Based
Assessment in Strong Pedagogy
Stephen V. Flynn, Plymouth State University
svflynn@mail.plymouth.edu
Location: Hartwell
Counselor education programs accredited by the Council
for Accreditation of Counseling and Related Educational
Programs (CACREP) are required to evaluate student
learning outcomes. An aspect of this evaluation includes
ensuring trainees can effectively utilize counseling skills,
navigate the various phases of a counseling session, and
understand the common sessions of the counseling
relationship. Given the importance of these vital areas of
proficiency, a Comprehensive Counseling Skills Rubric
(CCSR) was validated in a complete and psychometrically
sounds manner. This presentation offers a pedagogical
framework to support the utilization of the CCSR within
a CACREP counselor education curriculum. This
program will provide counselor educators with both the
knowledge and experience to effectively implement the
CCSR.
Promoting Counselor Identity Through the Use of
Peer Facilitators in Fundamental Counseling Skills
Courses
Atsuko Seto & Marion Cavallaro, The College of New Jersey
seto@tcnj.edu
Location: LaSalle
This presentation provides step-by-step guidelines on
how to involve advanced master’s level students in
teaching counseling skills in fundamental counseling
development courses such as introduction to counseling
and counseling theory. Some of the steps include
selection and orientation of peer facilitators, supervision
of facilitators, small group instruction, and use of
technology. We will discuss the benefits and challenges of
using peer facilitation in the development of counselor
identity and skill mastery. Roles of peer facilitators and
course instructors, student feedback of this model, and
examples of the counseling skills taught by the facilitators
will be shared. Handouts will include guidelines for
structuring counseling skills labs, examples of feedback
forms, and ideas for supervising the facilitators.
Advocating for Your School Counseling Program:
Building Capacity in Pre-Service and Veteran School
Counselors
Jennifer Parzych, Mercy College
Rachelle Pérusse University of Connecticut
Kimberly Traverso CT State Department of Education
jparzych@mercy.edu
Location: Williams
Advocacy is a pillar theme of the ASCA National Model.
Professional school counselors are adept at advocating
for the students they serve, but are less skilled at
advocating for their school counseling program and the
profession itself. The role of the transformed school
counselor is often not understood by stakeholders
(administrators, boards of education, teachers, parents,
community members). Therefore, it is vitally important
that members of the profession, including counselor
educators and school counseling supervisors, recognize
the need and become skilled in advocating for the
benefits of a comprehensive school counseling program.
At the heart of this skill is knowledge of how to
demonstrate the effectiveness of school counseling
interventions.
15
Flipped Learning as a Way to Promote Constructivist
Teaching in Counselor Education
Michelle Gimenez Hinkle, William Paterson University
Travis W. Schermer, Carlow University
hinklem@wpunj.edu
Flipped learning is a pedagogical teaching tool in which
students gain instruction of content outside of the
classroom, allowing for group interaction and experiential
activities within class time. This presentation will focus on
the benefits of incorporating the concepts of flipped
learning in counselor education to promote constructivist
teaching approaches. Presenters will share how they have
incorporated flipped learning in their classrooms and
provide demonstrations of a variety of methods of
flipped content with accompanying teaching activities.
Attendees will participate in flipped learning and will be
encouraged to discuss creative ways they might
incorporate similar activities in their classrooms.
Curriculum innovations can benefit students of
counseling by increasing their knowledge of current
best practices and special topics. For example the titles of
the current short courses include: social justice concepts,
gender issues, ropes course, grief and bereavement,
substance abuse, and gifts from the heart. Implications
for program review in the light of national standards and
the curriculum review process are further discussed.
Creating an Access, Equity, and Success Focused
CACREP Aligned PhD Program for Future School
Counselor Educators: A New Model
Kara P. Ieva, Rowan University
ieva@rowan.edu
Location: Ballroom Table 2
Have you heard school counselor educators indicate there
are two few of them teaching, supervising, and mentoring
in traditional counselor education programs? Come hear
about a new design of one university’s CACREP Aligned
Counselor Education PhD program designed for future
Disordered Eating Across the Lifespan: Preparation school counselor educators. More specifically, the
for Counselors Beyond Adolescence
program is designed to promote the counseling
Connie S. Ducaine, Kathy Shoemaker & Sarah Springer,
profession and evidenced-based practices and initiatives
Montclair State University
that address systemic and persistent barriers for P-20
springers3@mail.montclair.edu
students. The program allows candidates to participate in
faculty-supervised clinical and research experiences that
address the academic, personal/ social, and career
This presentation will address disordered eating behaviors development needs of children, adolescences, and young
in clients across the lifespan. Discussion will include
adults; and is centered in improving equity and success in
implications in pre-adolescence, adolescence and
educational outcomes while promoting the professional
emerging adulthood, and midlife and older adulthood. A identity of school counselor educators.
specific focus on the developmental needs of the
elementary age and older adult populations will be
Professional Counselor Development: Discussing the
highlighted. Presenters will dialogue with the audience
Differences Between CACREP and Non-CACREP
around counselor preparation and supervision and the
Programs
need for continued professional development for
Cheryl Neale-McFall, West Chester University
disordered eating behaviors and body image disturbance
Christina Washington, University of Pennsylvania
in school and community counseling settings.
cneale@wcupa.edu
FRIDAY
3:15 PM – 4:15 PM
ROUNDTABLES
SESSION 3
Hot Topics: Infusing the Counseling Curriculum
with New Ideas and Trends
Hector Rios, Jill Schwarz & Kara Ieva, Rowan University
rios@rowan.edu
The purpose of this presentation is to discuss the
differences between CACREP and non-CACREP
programs in relation to counselor’s professional identity
formation. Multiple points of view will be shared from
the research literature, the program presenters, and the
conference participants as well. After sharing different
perspectives, the presenters will share useful, concrete
recommendations of ways to strengthen counselor
identity and how CACREP specifically plays a part in this
development.
This program describes efforts at Rowan University to
infuse innovative ideas and contemporary issues into the
traditional counselor education curriculum. When
prospective counselors are offered new learning
opportunities they become more enthusiastic towards
their studies and the counseling profession at large.
16
Nuestro Pasion: Exploring Latino Professional
Counselor Identity
Anna Flores Locke & Carlos Locke, Montclair State University
lockea2@mail.montclair.edu
Come and learnabout nuestro pasion as counseling
professionals. In this roundtable discussion, we
will explore what it means to be a Latina/o counseling
graduate student, practitioner, supervisor, and/or
educator, and the role of enculturation and Latino cultural
values in these experiences. Additionally, this presentation
will focus on the influences of power, privilege,
oppression and internalized oppression on Latino
counselor’s professional identity development, including
how institutional practices shape identity. Come and be a
part of this important discussion as we share nuestro
pasion and increase our understanding of how ethnic
identity and enculturation may affect professional
counselor identity.
The Toughest Population? Creating a Professional
Identity for Counselors in Training Working with
Sexual Offenders
Fredrick Dombrowski, Capella University
Freddombrowski@gmail.com
Few populationselicit extreme responses from clinicians
like sexual offenders. Most clinicians will eventually work
with sexual offenders during their careers. Working to
minimize the negative impact of countertransference,
clinicians can obtain additional skills to provide
appropriate treatment to sexual offenders and their
victims. This program identifies potential barriers and
trepidation experienced by new clinicians working with
sexual offenders. The new clinician experiences an
identity crisis as their personal reaction to sexual
offenders is negative while their professional identity
aligns with an obligation to provide treatment. This
program will identify ways to resolve the counselor in
trainings identity crisis and discuss effective strategies for
working with sexual offenders.
provide an overview of this theory and share results from
a recent research study where SDT was applied to
supervision through exploring supervisees’ perspectives.
Findings offer new insights about the supervision
process.
Assessing CACREP Clinical Mental Health Learning
Outcomes in a Substance Abuse Course
Edward Wahesh, Villanova University
edward.wahesh@villanova.edu
During this roundtable, we will discuss strategies to
integrate addiction-related CACREP Clinical Mental
Health Counseling (CMHC) student learning outcomes
(SLOs) into a Substance Abuse Counseling course.
Specifically, we will review relevant CMHC addictionrelated SLOs, consider ways to incorporate these SLOs
into course readings and experiential classroom activities,
and discuss strategies to assess student learning. The
presenters will share examples of how they integrated
addiction-related CACREP SLOs into their course
curriculum.
Training and Supervision Methods to Support
Trauma Focused Clinical Work in Counselor
Trainees
Brandon Hunt, Penn State University
Nadine Mastroleo, Brown University
bbh2@psu.edu
The training and supervision of counselor trainees often
focuses on understanding and working with a variety of
populations. Although some training is focused on
identifying trauma experiences in clients, the way in which
counselor educators support and supervise trauma
focused work warrants specialized attention. This
presentation will focus on methods to facilitate growth in
counselors’ clinical trauma focused skills through
intentional training and supervised experiences while
taking into consideration trainee developmental level.
Applying Self-Determination Theory to the Clinical
Supervisory Context: New Knowledge to Inform our
Supervision Practices
Laura Thompson, Syracuse University
lkthomps@syr.edu
Self-Determination Theory (SDT), an empirically-tested
meta-theory of motivation composed of five minitheories has been applied to a wide range of settings,
including education,healthcare, therapeutic, athletic, and
employment. To date, however, it has not been applied to
the clinical supervisory context. The presenter will
17
FRIDAY
4:15 PM – 5:15 PM
EDUCATION SESSIONS
SESSION 4
E- Portfolio: Assessment Process for Counseling
Students
Ann Ordway, Anthony Tasso & Lona Whitmarsh, Fairleigh
Dickinson University
Using Supervision Mapping to Enrich Pre-Service
School Counseling Supervision
Peg Donohue, Old Saybrook Middle School
Megan Krell, Fitchburg State University
Jennifer L. Parzych, Mercy College
pdonohue47@live.com
Location: Promenade
Supervision maps are visual tools used to guide reflection
and dialogue between the supervisor and supervisee that
ordway@fdu.edu
include a supervisee’s identified concerns, strengths for
confronting identified concern, challenges, ethical
For counselor training graduate programs, it is essential to concerns, and goals. This presentation will provide a
tutorial on using supervision mapping in group
find effective and accurate methods of assessment,
supervision. Additional strategies for using supervision
assuring that graduates have the core competencies
critical to becoming effective, ethical counselors. Students mapping in individual and online supervision will also be
examined. Results will be shared from research conducted
at Fairleigh Dickinson University are required to
construct an e-portfolio utilizing artifacts from all courses at three graduate school counseling programs in the
Northeast on the effectiveness and impact of supervision
with reflections of their increased personal awareness of
mapping. Pre-service school counselors will share their
their counselor identity and core competencies. This
presentation will introduce you to the Fairleigh Dickinson personal experiences using supervision mapping.
e-portfolio model which provides evidence that each
Testing the LGBTQ Responsive Model of Group
student has met CACREP milestones throughout their
Supervision: Replication & Extension of the
academic journey. Also, we developed a research project
Conceptual Model
to assess students’ personal experiences with the
Alan C. Miller, Syracuse University
e-portfolio capstone process. We will present the results
acmill03@syr.edu
describing students’ perceptions of the impact of this
process on the personal and professional development of Location: Hartwell
each student’s counselor identity and perceived
This program presents the results of a study testing the
competencies as a soon-to-be graduate.
use of the LGBTQ Model of Group Supervision in
supervising classroom guidance lessons on First-in-Family
State Policy Issues in Focus –Empowering Student
college attendance. Based on the conceptual model as
Advocates in the North Atlantic Region
outlined by Luke & Goodrich (2013), this research sought
John Yasenchak, Deborah Drew & Mikal Crawford, Husson
to determine the applicability of this conceptual group
University
supervision model in a different context. Preliminary
yasenchakj@husson.edu
results suggest that the group supervision constructs of
role, focus, and group level outlined in the model may be
applied more broadly to a variety of group supervision
The development of Professional Counselor Identity
contexts. This program will describe the research basis
among our students today faces an increasing array of
for this study, the methods of data collection and analysis
challenges. When faced with policy and market issues,
used, and possibilities for future research and action
students sometimes ask, “Am I in the right profession?”
based on the findings.
“Will I be reimbursable?” State legislative policy issues
impact both the emerging professional identity of our
students as well as their morale. This session will provide
an opportunity for participants to share focused stories
regarding state issues as well as examples of student
empowerment that are taking place in the North Atlantic
Region. Participants will begin to develop a model for
both igniting and maintaining the passion for advocacy
that is a part of professional identity formation in our
students.
Counselor Education in the Digital Age: Professional
Identity and Responsible use of Social Media
Kathryn P. Alessandria & Cheryl Neale-McFall, West Chester
University
kalessandria@wcupa.edu
Location: LaSalle
Millennials, the first generation to have large-scale access
to the Internet, mobile phones, and similar technology
during their formative years, have arrived in counselor
education programs and bring with them expectations
that faculty and clients will join them in the digital age of
instant communication. As non-digital-natives, we find
ourselves in a generational culture clash, striving to cross
18
the digital divide while respecting our preferred
communication styles. Join us to discuss educating
students about responsibly engaging in social media while
maintaining professional identity. Case studies will be
used to prompt discussion of relevant ACA 2014 ethics,
risks and benefits of counselors and counselor educators
using social media, and effective counselor training while
respecting this generation’s communication style.
unclear as to how programs can best prepare future
counselors for this role. In this 60 minute presentation,
the presenter will share results of a quantitative research
study of the relationships between counselor education,
advocacy competence, and likelihood to advocate.
Implications for counselor educators as well as directions
for future research will be discussed.
5 Tips for Teaching Strong Counselor
Conceptualization
Michelle Gimenez Hinkle & LaShauna Dean, William Paterson
University
FRIDAY
4:15 PM – 5:15 PM
ROUNDTABLES
SESSION 4
hinklem@wpunj.edu
Location: Williams
The Fire Within: Counselor Identity and Doctoral
This presentation will focus on how counselor educators Student Experiences Related to Diverse Religious
Backgrounds
can strengthen students’ skills of case conceptualization.
Lynn Bohecker, Idaho State University
Participants will be presented with practical, evidenced
Alyse Michelle Anekstein, State University of New York at
based tips aimed at helping counseling students bolster
their case conceptualization skills couched within relevant Oneonta
Tiffany Nielson & Hailey Martinez, Idaho State University
aspects of counseling professional identity such as
holism, wellness, and client strengths. Dialogue and cases bohelynn@isu.edu
will be used to provide working examples of ideas and the Location: Ballroom Table 1
audience will engage in experiential activities that can be
This presentation provides the results of an
used in classroom settings.
autoethnographic research study that explored the
experiences of four doctoral students during the course of
their doctoral program related to their religious/spiritual
values and beliefs. The participants come from a diverse
background of and currently hold varied
religious/spiritual beliefs. The researcher/participants
used music, photographs, reflective journaling, and group
hyattburkhartd@duq.edu
process to represent their experiences. The results of this
study provides counselor educators and doctoral students
specific information to increase awareness, insight and
Presented are the preliminary results of a qualitative
normalize the experiences of doctoral students in relation
inquiry into perspectives of positive supervision. The
researchers conducted focus groups with master students, to their religious/spiritual values and beliefs.
doctoral level counselor educator students, and
Toward a Constructivist and Developmental Identity
practitioners in order to begin to operationalize a
for the Counseling Profession: Assessing Clients’
definition of positive, or salutogenic supervision.
Assets
Implications for the practice of supervision and counselor
Garrett J. McAuliffe, Old Dominion University
education, with a particular emphasis upon the benefits of gmcaulif@odu.edu
a strength-based, wellness approach, and implications for Location: Ballroom Table 2
future research are discussed. Among the salient topics
addressed are the foundational underpinnings of
Strengthsassessment methods are few, compared to
counseling as a wellness based field and the
pathology-assessing approaches. This session will
generalizability of this salutogenic identity to the realm of introduce participants to the Context-Phase-Stage-Styles
supervision and counselor education.
(CPSS) positive assessment model. This model accounts
We Can Start the Fire: Perspectives on Positive
Supervision and Fanning the Flames of
Salutogenesis
Debra Hyatt-Burkhart, Duquesne University
Eric W. Owens, West Chester University of Pennsylvania
Becoming an Advocate: Promoting an Advocacy
Identity in Counselor Trainees
Karen Decker, William Paterson University
for positive dimensions of human functioning in a
systematic fashion and gives the counseling profession a
methodfor implementing its mission.
deckerk1@wpunj.edu
As counselor education programs are being called upon
to prepare counselors witha strong advocacy identity, it is
19
Identifying and Implementing Educational Practices
to Facilitate Student Learning of EvidenceBased
Interventions
Prachi Kene & Charles Boisvert, Rhode Island College
The purpose of this research study was to investigate the
directional relationship between college students’
attachment styles and social media practices with their
relationship development. Specifically, this investigation
pkene@ric.edu
tested the hypothesized directional relationship that
students scoring in the insecure attachment range with
higher levels of social media practices would have lower
The Counseling Department at Rhode Island College uses levels of relationship development quality. Implications
the Professional Impact Project (PIP) in Advanced
from these structural equation modeling analyses include
Practicum Classes. The aim of the PIP is to enhance
(a) the inclusion of additional psychosocial intake
student’s learning, implementation, and measurement of
questions for college counselors; (b) identification of
an evidence-based intervention. Students review the
current trends in undergraduate students’ attachment
evidence/literature regarding successful interventions for styles, social media practices, and relationship functioning
addressing their client’s presenting problem. Students
for counselor educators to support the development of
then implement the intervention prior to and throughout counselors-in-training; and (c) insight into the instrument
the course of the four audio-taped therapy sessions.
development.
Students write a critique of each session reflecting on how
well they implemented the intervention and describe the
Professional Issues For School Counselors
client's response to the intervention. Students also collect Transitioning to Mental Health Positions
outcome data, analyze the impact of their intervention,
Jody J. Fiorini & Tiphanie Gonzalez, SUNY Oswego
jody.fiorini@oswego.edu
and reflect upon their practice. Course instructors listen
to the audiotapes to determine the student's competencies Location: Ballroom Table 6
in using evidence-based interventions. The PIP project is
Increasingnumbers of former school counseling graduates
graded with a detailed rubric which scores students'
performance across 4-5 domains or areas of competency. are returning to programs to complete course
requirements for obtaining licensure in Mental Health
Course instructors also complete the Counseling
Counseling. The downturn in job opportunities due to
Competencies Scale for each student.
significant school budget cuts has forced school
counselors to consider alternative paths to pursuing
Brain-based Counseling: The Why and How of
careers in counseling. This workshop will discuss identity
Applying Neuroscience to Practice
issues related to this transition.
Kathy Shoemaker & David T. Lardier Jr., Montclair State
University,
shoemakerk2@mail.montclair.edu
The Use of Action Research as a Preferred Research
Methodology in the Counselor Education
Curriculum
Neuroscience is illuminating how the brain reacts to
Hector Rios & Kara Ieva, Rowan University
rios@rowan.edu
various experiences of daily life and to psychological
disorders that affect individuals and families. Brain based Location: Ballroom Table 7
research is increasingly validating the counseling process,
as an effective agent of change. Neuroscience increasingly Action research (AR) is increasingly seen as an ideal
research methodology in the education of prospective
shows, in concrete terms, how counseling changes the
brains of both the client and the counselor, in the process counselors. This research me6thodology seeks to close
of promoting client growth. Rather than taking educated the gap between research and practice in addition to
guesses at how particular techniques affect change, brain- linking evidence-based practice with accountability. In the
based research can provide counselors with new insights present roundtable discussion two counselor educators
from Rowan University discuss the benefits and
that may help steer the choices we make when working
challenges of using action research as part of the capstone
with clients. This interactive workshop will discuss the
experiences in their MA program. The round table
basic tenets of neuroscience and how they relate to
counseling along with specific counseling techniques that presentation will include the rubrics used to help students
organize the work, the questions used to facilitate the
can be used in practice.
statement of the problem section, and possible ways to
display the data. Implications as to how the above process
The Contribution of Attachment Styles and Social
Media Practices on the Relationship Development of connects with the CACREP standards are
also discussed.
College Students
Renee S. Sherrell, University of St. Joseph
reneessherrell@gmail.com
20
SATURDAY, SEPTEMBER 27
SATURDAY
10:30 AM – 11:00 AM
POSTER SESSIONS
Promoting Career Counseling Competencies for the
Benefit of All
Marion Cavallaro, The College of New Jersey
cavallar@tcnj.edu
Developing competency in career counseling has
traditionally been a fundamental component of
developing a professional identity as a counselor.
Underscoring this emphasis are CACREP Standards
which require that students have knowledge of
the career counseling processes, techniques and resources
applicable to specific populations. This program will
present a unified approach which has been used in a
career counseling course to challenge students to develop
interactive and creative experiential activities focusing on
issues and strategies for diverse populations such as
adults in transition, dual career couples, GLBT
individuals, multicultural groups and individuals with
disabilities. Instructions for utilizing such an assignment,
examples of students’ activities, and print, media and
internet resources for promoting the career counseling
needs of all will be provided.
Perceptions of Environment and Dynamics of
Counselors-In-Training: Mindfulness in the Small
Group Experience
Linwood G. Vereen, Syracuse University
Lynn Bohecker, Idaho State University
linwoodgv@gmail.com
The results of aquantitative study exploring the
perceptions of counselor trainees who have participated
in a small group experience focused on mindfulness are
presented. A projection of how this experience enhances
the learning process, awareness, academic and
professional identity will be explored. Mindfulness as a
small group experience to enhance growth and counselor
development across the curriculum will be presented.
population. This study was conducted in order to explore
themes and preventative interventions so as to fully
understand the process of surrender and how it interfaces
with suicide. The poster session outlines the qualitative
method used for this study, the questions asked of each
participant, and the resulting themes and categories that
emerged from the process. Implications for treatment
strategies and approaches along with future research
recommendations are included within the session.
Aiming High: Helping School Counselors to
Understand and Appreciate College-Going Culture
Marte Ostvik-de Wilde, University of Saint Joseph
mostvikdewilde@usj.edu
School counselors are held accountable for guiding K-12
students through thecollege and career planning process,
but often report a disconnect between graduate-level
training and professional realities. Counselor educators
and supervisors have an opportunity to guide school
counselors in recognizing ways they can apply their
unique knowledge and set of skills to create and
implement college-going culture in elementary, middle,
and high schools. A particularly relevant competency
includes the ability to apply data-driven programming that
is focused on equitable postsecondary options for all
students. This presentation will discuss ways that college
readiness can be infused into counselor education
programs at multiple points: beginning in professional
orientation courses, continuing with special emphasis in
practicum and internship, and culminating in program
development and evaluation courses.
An Exploratory Study of Multicultural Competence
through Cultural Immersion in Petersfield/
Galloway, Jamaica
Marcy Douglass, Kathryn Newton & Rose Merrell-James,
Shippensburg University of Pennsylvania
mjdouglass@ship.edu
The program examines the results of an exploratory
mixed method phenomenological study designed to
investigate the pre and post cultural immersion
experience of counseling graduate students during a one
week service learning experience in Petersfield/ Galloway
Jamaica. Findings from the research include data from
The Interface of Drug and Alcohol Addiction,
focus group discussions, multicultural assessments, and
Suicide, and Surrender: Implications for Treatment
Ford Brooks, Matthew Shupp, Ashley Miller & Corinne Ruppert, preliminary results of journal entries.
Shippensburg University
cwbroo@ship.edu
This poster presentation examines, through qualitative
research, how suicide and surrender interact in the
addiction and recovery process. There is a high incidence
of suicide within the drug and alcohol addicted
21
SATURDAY
11:00 AM – 12:00 PM
EDUCATION SESSIONS
SESSION 5
Post-Traumatic Stress Disorder (PTSD) in Children
under 6: Case Conceptualization and Treatment
Using an Integral Framework
Hennessey Lustica, University of Rochester/Geneva Middle School
hrlustica@gmail.com
Location: Location: Providence Boardroom
The purpose of this program is to present the DSM 5
diagnostic criteria of PTSD in children under 6 as it
relates to Integral Theory. Participants will explore a case
study of PTSD within the framework of Integral theory
including etiology, epidemiology, quadratic
conceptualization, data collection, and treatment options
in order to formulate a genuinely holistic
psychotherapeutic approach to trauma work with small
children.
Internationalization of the Counseling Profession:
Challenges, Opportunities, and Implications
Yihhsing Liu, Syracuse University
maomiliu@gmail.com
This presentation integrates scholarly work, survey
research, and experiences of international mental
health services from diverse disciplines and to review the
structural and contextual challenges and opportunities of
the internationalization of the counseling profession.
Current efforts will be discussed on international mental
health work, from the establishment of the counseling
profession and program exchanges to services on the
ground, followed by the implications of the research,
practice, and training related to the internationalization of
the counseling profession. These insights can shed more
light on the future of counseling training and research in
order to increase global competency in the field of
counselor education in the United States.
CSI Chapter Faculty Advisor Networking and
Training
Melissa Luke, Syracuse University
Laura Shannonhouse, University of Maine
Tiphanie Gonzales, SUNY Oswego
share their own successes and challenges in implementing
CFA roles.
Sizzling Supervision Activities for Groups
Heather Barto & Leah Clarke, Messiah College
hbarto@messiah.edu
Location: Hartwell
Want to ignite the fire in your group supervision? Join us
for a high energy time of learning about supervision
activities that get students’ attention and can be used
online or in person. Activities shared will include ice
breakers, wrap-ups, self-care interventions, team-builders,
and interventions to develop professional identity,
improve case conceptualization, and promote behavior
change in counseling sessions. Presentation based on data
from student reports of impactful supervision
experiences.
Training a New Generation of School Counselors:
Unique Approaches to Teaching the Themes of the
ASCA National Model
Alan Miller, Syracuse University
acmill03@syr.edu
Location: LaSalle
Professional School Counselors are called on to be
collaborative leaders, advocating for systemic change that
meets the needs of all students. In this interactive session,
participants will learn about constructivist approaches to
teaching the four themes of the ASCA National ModelLeadership, Collaboration, Advocacy, and Systemic
Change. This presentation will describe how one school
counselor educator used case presentations, student
teaching opportunities, and site-based learning to help
school counseling students become more engaged and
proactive in their learning of the ASCA National Model
themes.
Counselor Educators and Educational
Administrators Collaborating to Demonstrate
Student Learning Outcomes
Summer M. Reiner The College at Brockport, State University of
New York
Thomas J. Hernandez, The College at Brockport, SUNY
sreiner@brockport.edu
Location: Williams
Counselor educators are challenged to demonstrate how
students meet all of the student learning requirements
Location: Promenade
that are included in the 2009 CACREP School
This session is designed for CSI Chapter Faculty Advisors Counseling Program Standards. This presentation will
reveal one program’s approach to preparing school
to share ideas and techniques for building strong and
active chapters. Two CFAs with many years of experience counselors for their roles, through an established
partnership that incorporates multiple collaborative
and two relatively new to this role will share ideas and
assignments with educational administration students.
challenges to being an effective mentor to chapters and
Attendees will gain collaborative assignment ideas, aimed
student leaders. Participants will learn about new
at meeting student learning outcomes and improving predevelopments in CSI from CSIs Executive Director and
mmluke@syr.edu
22
service administrators’ understandings the school
counselor's role. This presentation reveals how counseling
students can demonstrate their ability to serve as
leaders, advocates, and partners in the school
environment.
A Pysychoeducational Group in Feedback Skills for
Master’s Level Counseling Students
Steven J. Kassirer, Cara A. Levine & Cara A. Levine, Syracuse
University
sjkassir@syr.edu
SATURDAY
1:15 PM – 2:45 PM
EDUCATION SESSIONS
SESSION 6
Teaching and Supervising Counselors to Act as
Strengths-Based Advocates for Clients in Crisis
Jenny Cureton & Janessa Parra, University of Northern Colorado
jennycureton@EvolutionsCounseling.com
Counselors often serve clients in crisis; however, crisis
education has been found lacking. The counseling field is
Both theAmerican Counseling Association Code of
dedicated to enhancing holistic wellness and client
Ethics and the CACREP standards acknowledge the
advocacy. A strengths-based model was developed for
importance of giving and receiving of feedback as an
working with clients in crisis. The purpose of this
important skill for counseling students. In this interactive, presentation is to introduce ways to teach and supervise
experiential session, participants will engage in activities
students to act as advocates through a client’s crisis,
designed to facilitate an effective master’s student
specifically when dealing with mandated reporting of
psychoeducational group for the giving and receiving of
suicide and child maltreatment concerns. Ways to
feedback. Participants will learn new and innovative
navigate the multi-disciplinary systems involved in such
screening methods to enhance group diversity on
situations is included. Presenters will model interactive
cognitive, affective, and behavioral levels. Participants will teaching and supervision techniques to demonstrate the
also learn and utilize methods of engaging students in
approach. Participants will receive informative resources
learning how to give and receive feedback in a group
to apply to their work as educators and supervisors
setting so that students are better prepared for their
concerning client crisis.
experiences in Practicum and Internship courses.
Ten Things Counselor Educators Should Be
Teaching About Trauma and Neurobiology
Jane Webber & J. Barry Mascari, Kean University
janemwebber@gmail.com
This session provides a fast-paced update on recent
developments in trauma counseling and integrated
neurobiological applications including EMDR,
Brainspotting, and Somatic Experiencing. Keeping up
with the rapid growth in trauma counseling is a challenge
for both new and veteran counselor educators. New
treatment approaches have moved from an emphasis on
talk therapy and cognition to integrated brain-body
approaches grounded in emotional and somatic
regulation. Understanding current trauma treatment and
techniques not only is an integral part of counselor
training and competencies, it is also required for
counseling the military through TRICARE and the
Veterans Administration. Resources to help integrate new
trauma knowledge and approaches into coursework and
student learning objectives will be shared.
Counselor Educators Connecting with Military
Veterans and their Families
Kristin A. Vincenzes, Lisa Weaver & Sean MacMillen, Lock
Haven University
kav813@lhup.edu
With the recent wars in Iraq and Afghanistan, there are
over 2.4 million veterans in our country (Department of
Defense, 2012). Roughly 900,000 veterans are deciding to
return to college and use their GI Bills to further their
education (Department of Veterans, 2012); however, the
transition to higher education can be very challenging.
Faculty struggle with how best to serve this population.
Similarly, the veterans struggle with issues such as
disability accommodations, course structure, hurdles with
enrollment, admissions, using their GI Bills, and the
general cultural differences between the military and
civilian lifestyles. This presentation will provide a brief
overview of the challenges faced by both faculty and
veterans as well as practical strategies to use with veterans
and/or their families in higher education.
23
A Unified Professional School Counselor Identity
Amidst PK-12 Certification Changes
Jason Baker & Nadine Garner, Millersville University
jason.baker@millersville.edu
Location: Promenade
Come join a counselor educator-led, exciting and
engaging discussion around professional school counselor
identity in the 21stchanges in Pennsylvania have
eliminated separate “elementary” and “secondary”
certifications leading to a unified certification of “PK-12
professional school counselors”. Through the use of
research, cross-state comparisons, and practicing school
counselor testimonials, this presentation will unpack and
explore challenges and opportunities related to identity
development across the developmental spectrum. With an
eye towards the future, this presentation might help
attendees consider the impact of state-level changes as
counselor educators, practicing school counselors, and
current graduate students promote a consistent identity.
The 2014 Code of Ethics: How the New Code May
Impact Counseling Programs
Gary Goodnough, Plymouth State University
Perry C. Francis, Eastern Michigan University
Shannon Hodges, Niagara University
ggoodno@mail.plymouth.edu
Location: Hartwell
In March, 2014, the ACA Governing Council approved
the 2014 ACA Code of Ethics. In this program, three
members of the ACA Ethics Revision Task Force will
highlight the new document with an emphasis on how the
changes directly impact Counselor Education programs.
Areas such as the role of values, social media, and
technology are among the major changes. Case studies
and small group discussion will be used to allow attendees
to grapple with the how the new code may affect the
ethical delivery of counselor education programs.
Teaching Advanced Methods in Couple, Marriage,
and Family Counseling
Stephen V. Flynn, Plymouth State University
svflynn@mail.plymouth.edu
Location: LaSalle
Rapid developments in the contemporary family, couple,
and marriage mean that counselor educators must
provide excellence in pedagogy to emerging practitioners.
This presentation offers a pedagogical framework to
support mindful and intentional training of advanced
couples and family techniques. This program will provide
counselor educators with the knowledge and experiential
methods designed to educate trainees on the advanced
methods in couples and family therapy. The advanced
couple counseling techniques that will be demonstrated in
a pedagogical framework include softening, exploring and
reformulating emotions, evocative responding, and
empathic conjecture. The advanced family counseling
techniques that will be demonstrated in a pedagogical
framework include broadening and replacing the
symptom, restructuring dysfunctional subsystem
boundaries, enactment, and therapeutic modeling.
Cultivating a Counselor Identity: Use of the Identity
Style Paradigm in Counselor Preparation
Jesse Lile, University of Saint Joseph
jlile@usj.edu
Location: Williams
Fostering a professional counselor identity among
counselor-trainees has become a central focus in
counselor education. While models of this developmental
process have been proffered (Auxier et al., 2003; Gibson
et al., 2010), there is a dearth of information regarding
student’s varying approaches to this process. Berzonsky’s
(1989) identity style paradigm provides a useful
framework for identifying different approaches to this
developmental task and for developing customized
interventions that promoteengagement in this process.
Using an interactive/didactic approach the presenter will:
a) outline core elements of a professional counselor
identity, b) introduce identity styletheory c) present
findings of a study examining identity style and counselor
identity, and d) discuss implications of the identity style
paradigm for fostering a counselor identity.
Achieving Parity and Portability: CACREP’s Role in
Advancing the Profession
Robert Urofsky
rurofsky@cacrep.org
Great strides have been made in establishing and
advancing the counseling profession as a distinct helping
profession. Two major challenges underlying the
counseling profession’s efforts toward unification and
growth are: 1) parity with other helping professions in
terms of the recognition of professional counselors as
mental health providers; and, 2) the ability for counselors
to move among the states and retain licenses to practice.
Looking toward the future, this session will explore the
roles that national educational standards and CACREP
accreditation can play in resolving these challenges and
positioning the counseling profession for full recognition
within the health services landscape.
24
SATURDAY
2:45 PM – 3:15 PM
POSTER SESSIONS
Connecting Students and Professional Counseling
Organizations: Results of a Connecticut Student
Survey
Casey Thomas, Emily Tyson, Licella Arbodela, & Lauren
Bernstein, University of Saint Joseph
cthomas@usj.edu
We present results of a survey of Connecticut counseling
graduate students designed to explore perceptions held
about membership in professional organizations, how
they see them to be most potentially beneficial, and what
might best motivate graduate student membership and
participation in their counseling professional association
organizations. Comparisons are offered between both
types of counseling students, and students at the
beginning and end of their counseling preparation.
Connecticut is compared to other state counseling
professional organizations relative to graduate student
membership and involvement. We conclude in discussing
implications we hope may inform professional
associations to best attract, involve, and engage graduate
students.
In this qualitative, exploratory research project, the
presenters implemented the following clinical supervision
feedback instruments; Goals for Supervision, Supervision
Exchange Outcome, and Evaluation of Supervision
Session (GFS, SEO, and ESS) in select practicum and
internship sites and surveyed counseling students and site
supervisors in their use of these instruments in an attempt
to develop useful clinical supervision tools and to
promote collaborative supervision practices in practicum
and internship placements. Masters in Counseling
Psychology students in practicum or internship were
selected to help research the following areas: Helpfulness
in improving supervision process, usefulness of the scales
to develop counselor identity, practical application to the
supervision setting, and personal opinions, attitudes, and
experience of use of these scales.
The Influence of Counseling and Social Support on
Depression in Mothers of Fragile Families
Megan Delaney, Fairleigh Dickinson University
Delaney1@fdu.edu
This presentation will outline findings of a study that
examined the relationship between counseling and social
support on levels of depression in mothers of fragile
families (N=3,325).Demographic variables as well as
depression, counseling and social support(specifically,
Igniting the Power to Love: An Ecological Review of instrumental support) was examined over two waves of
Sexuality in People with Developmental Disabilities data from the Fragile Families and Child Wellbeing study,
Montiniquë D. McEachern & Michele Lopez, Syracuse University a longitudinal data set that examines variables involving
unmarried couples and their children. Findings will be
mdmceach@syr.edu
discussed as well as implication for practice and future
research.
Societal views of people with developmental disabilities
Counselor Educators’ Teaching Practices in a
have historically influenced their knowledge, access and
Multicultural Society
choice in different domains. Sexual orientation and its
Don Trahan, Jr., University of Mary Washington
relation with developmental disabilities have been topics
dtrahan@umw.edu
secluded from the research interest and training in
psychology and counseling programs (Pledger, 2003;
Stinson, 2004). This educational session will present and
The purpose of this study was to develop an
discuss the intersectionality between developmental
understanding of “how” counselor educators’ across the
disability and LGBTQ issues that are usually overlooked
United States infuse multiculturalism and/or diversity
in the literature and training programs. The session will
into their curricula content, which influences their
also comprise interactive dialogue regarding attendees’
teaching practices. As the researcher, I believe that it is
experiences and views in these areas, the need for
crucial to develop an understanding of the most
attending the intersection between these identities in
commonly used teaching practices by counselor
people with developmental disabilities, and implications
educators’ for the purpose of developing curricula
for counselor educators.
content that will facilitate future counselor development.
This study serves as a benchmark for our field in order to
Implementing Collaborative Clinical Supervision
establish guidelines for infusing multiculturalism into
Feedback Tools in Counseling Practicum and
curricula content, which increases the likelihood of future
Internship Settings
clinicians competently working with culturally diverse
David E. Martinson, Immaculata University
populations.
Ryan Bowers, Duquesne University
dmartinson@immaculata.edu
25
Lighting a Fire for Research Mentorship: An
Exploration of Doctoral Student Experiences
Alyse Michelle Anekstein, State University of New York at
Oneonta
Linwood G. Vereen, Syr University
Alyse.anekstein@oneonta.edu
The presenters will review an empirical study regarding
research mentorship. In addition, the
presentation will help audience members through the
providing a framework for understanding the importance
of doctoral student perceptions of research mentorship
experiences, the level of satisfaction with these
experiences, and the implications of research mentorship
in the process of research productivity. The presenters
will utilize a discussion-based session to illustrate these
concepts.
been perceived by supervisors and supervisees as
possessing several benefits, less in known about how the
group experience influences counselor development and
client outcomes. We will discuss findings from a
preliminary study of peer feedback exchanged during the
group supervision of clinical mental health counseling
interns. Types of peer feedback shared, along with
perceptions and reported use of this feedback, will be
presented. We willdiscuss implications of our findings on
future research and counseling supervision practice.
Emotional Freedom Technique (Tapping) for
Wellness and Healing
Robert Schmidt, Fairfield University
counselor.bob@hotmail.com
Emotional Freedom Technique (Tapping) is a mind-body
Strategies for Affirming Professional Identity as a
technique that is easy to learn and teach to clients. It has
Culturally Competent Counselor
recently gained national attention due to its success in
Stuart Roe, Atsuko Seto, Sandy Gibson, Marion Cavallaro &
Sandy Hook, CT helping members of the community heal
Jill Schwarz, The College of New Jersey
from the tragedy. Participants will learn how to use EFT,
roes@tcnj.edu
why it works and the variety of issues it can effectively
treat including anxiety, pain and trauma. EFT has the
potential to become a “standard” counseling technique.
Counselor educators are ethically and professionally
Counselor educators need to be on the cutting edge and
mandated to develop culturally competent counselors and have knowledge of this technique that can be used in
create inclusive learning environments for all students.
clinical mental health as well as schools.
We will discuss how we embrace these expectations and
make them a reality for students from admissions through Counselor Identity Development: Toward a Model
graduation as we encourage each student to develop a
for the Formation ofProfessional Identity
professional identity as a counselor who continually
Eric W. Owens & Cheryl W. Neale-McFall, West Chester
strives to embrace their identity as a cultu1rally
University
competent counselor. Use of a cultural diversity
eowens@wcupa.edu
affirmation statement, a cultural inclusiveness survey and Location: Promenade
a student self-evaluation process emphasizing cultural
competence will be discussed and program documents
The purpose of this presentation is to identify how
will be shared.
counselor educators can assist students in developing
professional identity. Several methods of doing so will be
discussed in this interactive presentation. Specifically,
participants will discuss how counselor educators can
SATURDAY
affect change in students’ attitudes and beliefs regarding
3:15 PM – 4:15 PM
the profession and what it means to be a professional
EDUCATION SESSIONS
counselor. This program will provide participants with a
SESSION 7
suggested working model for how counselor educators
can facilitate reflection and insight for both the individual
Peer Feedback Exchange in Group Supervision:
student, as well as across diverse learners. We will discuss
Implications for Practice
practical methods counselor educators can use to attend
Edward Wahesh, Villanova University
to the development of professional attitudes among
Ben Willis University of Scranton
counselors-in-training, including mentoring and specific
edward.wahesh@villanova.edu
pedagogical techniques.
Clinical group supervision is a fundamental component of
professional counselortraining. Despite the ubiquitous
utilization of group supervision in counselor education,
insufficient attention has been given to this model in the
literature. Specifically, although group supervision has
26
What We Actually Do: Redesigning the Traditional
Addictions Course to Fit a Counselor’s Role
LaShauna Dean, William Paterson University
deanL3@wpunj.edu
Location: Hartwell
This presentation is designed to pose a change in the way
the Addictions course is traditionally taught in order to
align more closely to the actual work of counselors in the
field. This presentation emphasizes practical application
of knowledge and skills by focusing on three main areas
in the Addictions course: (1) the development of clinical
skills; (2) developing knowledge of resources; (3)
exploring the biopsychosocial effects of various
addictions. The Clinical Skills area involves developing
assessment and treatment planning skills, learning how to
conduct individual vs. group counseling, and relapse
prevention strategies. The resources area focuses
community, state, federal, and resources available for
addictions. Lastly, the physical and emotional effects of
drugs process addictions are explored.
(Gysbers, Stanley, Maras, Coleman, & Herman, 2013).
Assisting students in developing their professional
identity through the use of data can be an important
addition to school counseling courses. The purpose of
this presentation is to offer modules developed with the
goal of advocating for the school counselor identity
through data collection and presentation. Participants will
be able to engage in discussion, interact in modules, and
take home strategies for their use in teaching pre-service
counselors.
Fired Up For Advocacy: What Counselor-Advocates
Can Learn From The Disability Rights Movement
Thomas Christensen, University of Rochester
thomasc@rochester.rr.com
Advocacy is increasingly recognized as being an integral
part of counselor identity. However, historically, advocacy
often has been performed uncritically “on behalf of,”
rather than “with,” the populations commonly served by
counselors. This practice may further marginalize those
Looking in the Mirror: The Role of Personal
persons and groups who counselors instead wish to
Counseling as an Enhancement to Counselor
empower.
Development of Counselor Identity
Marginalization occurs because consumers’ and
Meredith Drew, Centenary College
professionals’ standpoints differ. This workshop will
drewm@centenarycollege.edu
explore what the disability rights movement can teach
Location: LaSalle
counselor-advocates. Consumer-generated self-advocacy
materials will challenge the idea of consumer frailty and
As counselor trainees begin their academic journey, many stimulate discussion on how counselors might establish
have not participated inpersonal counseling. Part of
more collaborative advocacy practices. Ivey (1995)
counselor identity is the commitment to the clients and to notably re-envisioned counseling into a framework that
do no harm. Can counselors be effective without
resolves this common limitation so that counselors may
participating in their own personal counseling? Many
promote the true liberation of their clients and experience
counselor trainees may see participating in personal
a more authentic advocacy identity.
counseling as a weakness, barrier, or obstacle. Academic
programs are adequately addressing areas of basic clinical Project TEAM: Changing School Climate for the
skills in coursework and internship requirements, yet
Benefit of All Students
participation in personal counseling may further develop SeriaShia Chatters, Linsey Covert, James Glecker, Richard
higher level skills of counselor trainees and provide
Hazler, Yanghong Liu, Javier Casado Pérez, Julia Bryan &
support towards the profession that they align with.
Laura Copley, Penn State University
Participation in personal counseling can provide a deeper sjc25@psu.edu
understanding of certain nuances of the counseling
process such as therapeutic alliance and efficacy as they
begin their professional journey.
How often do we, as counselor educators, discuss how
great it would be to implement programs in school
Utilizing Data to Strengthen the School Counselor
settings? How often do school districts tout the
Identity
importance of implementing empirically supported
April J Megginson & R. Paul Maddox II, University of Wyoming programs in schools? Project TEAM is one of the
amack1@uwyo.edu
answers to both of these questions! Project: TEAM is a
Location: Williams
school-wide program that creates a whole school climate
change and brings every person in the school together to
The professional identity of school counselors has
work toward common goals by daily reinforcing the six
experienced a number of changes due to education
foundations of Project: TEAM; Helping Others, Positive
reform, politics, and the economy (DeKruyf, Auger, &
Change in Behavior, Anti-Bullying, Problem Solving,
Trice-Black, 2013; Paisley & McMahon, 2001). Currently, Resiliency, and Leadership. In this presentation, you will
this identity shift has included a significant demand for
learn more about Project TEAM and how it is being
the accountability practices of school counselors
27
implemented in school settings and bridging the gap
between research and practice.
SATURDAY
3:15 PM – 4:15 PM
ROUNDTABLES
SESSION 7
Let’s Talk Racial Trauma in Our Counseling
Programs and Multicultural
Training
John A. Conteh, SUNY Plattsburgh
Derek X. Seward, Syracuse University
jcont005@plattsburgh.edu
Racial trauma has been widely discussed in mental health
literature over the last 15 years. However, there has been
limited application of this concept to students of color in
masters-level counseling programs. This presentation
therefore invites a discussion on ways to address racial
trauma in counseling programs and multicultural training.
Fueling a Fire: CACREP Crusaders and Clinical
Chameleons
Rebecca A. Willow, Gannon University
willow004@gannon.edu
Faculty from a small clinical mental health counseling
program will lead discussion on changes in supervision
circumstances at agencies where students are placed for
clinical experience. These include unique practices at
residential facilities, home visits, transportation of clients,
restrictions on recording, failure to provide supervision,
and restrictions on direct contact with clients in
practicum. These changes have prompted critical
conversation about student safety, the nature of the
practicum/internship experience, and new trends in
agency practice. The program has made policy changes,
alterations in faculty supervision practices, and has
suspended the use of some sites as locations for student
placement. Discussion will include implications for
addressing CACREP standards and working effectively
with other helping professionals while advancing
counselor identity.
will review recent original research regarding counseling
trainees’ utilization of personal counseling and barriers to
doing so for trainees who have never sought counseling.
Additionally, a panel of brave students and young
professionals will discuss their personal experiences with
counseling and how it has enhanced their personal and
professional development, in terms of confidence,
overcoming mental health concerns, and improving case
conceptualization and clinical skills. Time will be allowed
for an open discussion of the audience’s perceptions of
the importance of counseling for graduate students and
barriers to seeking services.
Counselor Educators Promoting Research Identify
through Collaboration and Mentorship: Training and
Experience
Sara Thaxton, Steven J. Kassirer & Michele Lopez, Syracuse
University
slthaxto@syr.edu
It is an expectation within the field of Counselor
Education that professionals will be effective
and competent in the areas of teaching, research, and
service. Yet, there has been minimal attention placed on
developing theories and models specifically related
to developing and implementing necessary infrastructure
and guidelines related to research training, collaboration,
and mentorship within Counselor Educationas methods
to ensure training programs are effective within these
areas. This educational session will present and discuss
preliminary findings from an on-going CQR study
exploring Counselor Educators’ experiences in their
training programs and as research collaborators and
professional mentors. The session will also include
interactive dialogue regarding attendee’s personal
experiences in these areas and their perceptions
regarding implications for the field.
Innovative Partnership Programs: Expanding the
Professional Identity of Counselors
Kalina Brabeck, Kristin Malatino, Patricia Martinez & Marta
Lopez, Rhode Island College
kbrabeck@ric.edu
In an era of school reform and changing student
demographics, there is an increasing need for innovative
Counselors Seeking Counseling: Benefits, Obstacles, programming to promote the healthy development of
and Lessons Learned
children in the US. As a result, efforts have been made to
J. Stephen Byrne, Kevin A. Curtin & Kasie R. Lee , Alfred
increase collaboration across schools districts, institutions
University
of higher education, students’ families and community
byrne@alfred.edu
organizations (e.g., Walsh & Backe, 2013). The
current presentation will focus on one such effort, The
Central Falls / Rhode Island College (RIC) Innovation
Since the establishment of professional counseling,
Lab. The Innovation Lab is a new and unique
theorists and practitioners have advocated for students
collaboration between the Central Falls School District, a
and clinicians alike to participate in counseling to enhance
small, urban, low-income, and largely immigrant
their personal and professional development. Presenters
28
community, and RIC, an urban state college. The
presentation will describe The CF/RIC Innovation Lab
and its alignment with counselor professional identity.
After describing the Innovation lab, presenters will
identify unique opportunities for school and mental
health counseling students and faculty within this type of
model, and will provide preliminary data from the first
year of implementation.
Shedding Light & Guiding a Way:Supporting
African American Graduate Students in Counseling
Programs
Atiya R. Smith, University of Rochester
Fawn Robinson, Duquesne University
Brittany Dennis, Idaho State University
atiyarsmith@gmail.com
Pursuing graduate education can be a challenging task for
all students. For African American graduate students,
additional barriers such as racism, tokenism, isolation and
a lack of support can significantly impact their path
towards degree completion. The outcome of these
barriers can result in a range of academic, social,
psychological and/or professional challenges. The
presenters will offer findings from current literature that
shed light on the experiences of African American
graduate students and offer recommendations for
counseling faculty that can aid in the success of African
American graduate students both during their graduate
training and throughout their career.
CACREP Table Talk
Robert Urofsky
rurofsky@cacrep.org
This session provides participants the opportunity to
receive updates on CACREP policies and initiatives as
well as to interact with CACREP Board members and
staff in attendance at the conference to ask questions.
SATURDAY
4:15 PM – 5:15 PM
EDUCATION SESSIONS
SESSION 8
Using Conceptual Mapping in Counselor Research,
Supervision, and Clinical Work
John King, Messiah College
Jonathan Impellizzeri, Geneva College
Linda Leitch-Alford, Lakeside Center
king@messiah.edu
Conceptual mapping is a wonderful tool for use in
qualitative research, counselor supervision, and clinical
work. It is easy to learn and generally experienced as a fun
and meaningful exercise for all participants. Conceptual
mapping enhances professional counselor identity by
generating rich qualitative data in research, enhancing
greater conceptualization of clinical cases in supervision,
and fostering insight clinically when clients are stuck in
the course of counseling. This presentation provides a
structure and rationale for using conceptual mapping in
research, supervision, and clinical work. The presenters
will teach attendees how to use this interview format, and
they will provide real examples of conceptual maps
obtained through qualitative research.
Using Netbooks to Provide Bug-in-the-Eye
Supervision in a Counselor Education Training
Clinic
Kevin A. Curtin, J. Stephen Byrne & Kasie R. Lee, Alfred
University
curtink@alfred.edu
Facilitating the development of students’ counseling skills
is a significant component of counselor education
programs. As such, many programs are developing and
maintaining clinical training laboratories to provide for an
instructional and experiential environment. Given that
live-supervision seems to be gaining momentum as a
supervision practice, many programs seek to improve the
quality, feasibility, and technology of this approach.
This session is about one program’s approach to livesupervision, specifically bug-in-the-eye supervision
utilizing a wireless netbook communication system
between faculty-supervisors and counselors-in-training.
Presenters will describe how this type of supervision is
provided, the technological requirements for
implementation, benefits and limitations, and implications
for practice and research. Finally, student perspectives
will be shared.
Striking a Match to Ignite Trainees’ Skill
Development: Sharing Research, Activities &
Assignments
Rebekah Pender & Robert Kitzinger, Kean University
Blaire Choelwa, University of Virginia
rpender@kean.edu
Location: Promenade
The basic and advanced counseling skills serve as the
match that ignites the therapeutic alliance between
counselors and clients. Counselor trainees’ development
of these skills is paramount to their effectiveness as
professional counselors and yet how do we as counselor
educators facilitate trainees’ skill acquisition? This
presentation provides a brief overview of counseling skills
research as well as common assignments used to assess
student learning outcomes in skills courses across the
country. Participants will be provided with five
experientially based activities/role plays to enhance
29
trainees’ skill attainment. Opportunities for participants to sharing, counselor educators in this workshop will be able
share ideas and resources will be provided.
to hear others’ successesand frustrations in creating a
productive group experience for their students.
How Long Does it Take to Make a Professional
Counselor? A Look at the Development of
Training School Counselors to Conduct Suicide
Professional Identity
Prevention Gatekeeper Trainings in their Schools
Timothy E. Coppock , Gannon University
Darcy Haag Granello & Paul F. Granello, Ohio State University
coppock001@gannon.edu
Location: Hartwell
Suicidal thoughts and behaviors are remarkably frequent
The purpose of this session is to increase awareness of
among adolescents, and suicide is the second leading
limited educational and training time currently devoted to cause of death for this age group. Nationally, there has
the development of professional identity for professional been public pressure for schools to provide more training
counselors, to review the process used to develop
to help individuals recognize and intervene with students
professional identity, and to present several options to
at risk for suicide, and several states have passed laws
increase and expand this time.
mandating suicide prevention training for all school
personnel. School counselors are the most logical choice
Survey Says?: An Overview of Comprehensive School to provide these trainings, yet many lack the training and
Counseling Program Assessment Instruments
knowledge to do so.
Jennifer Barna, Marywood University
Kevin Wilkerson, University of Scranton
This program will teach counselor educators how to train
jbarna@marywood.edu
school counselors to provide suicide prevention
Location: LaSalle
gatekeeper trainings in their schools. Suicide gatekeepers
are not trained counselors, but they are taught to
The school counseling profession has taken an intentional recognize and intervene with potentially suicidal persons.
approach to establishing appropriate counselor roles.
Participants will learn the basic components of suicide
Research has resulted in the creation of numerous
prevention gatekeeper training and be exposed to
instruments designed to investigate school counselors’
empirically validated models for training.
beliefs, attitudes, and behaviors related to comprehensive
program delivery. The presenters will provide a
Motivating Faceless Students: Inspiring Counselor
chronological overview of ten assessments developed
Identity through Distance Learning and Blended
from 2005 to 2011 following the introduction of the
Courses
ASCA National Model (2003). The similarities, strengths, Meredith Drew, Centenary College
and weaknesses of each instrument will be summarized.
Kristin Vincenzes, Lock Haven University
Specific suggestions that inform and guide future inquiry Ann Ordway, Fairleigh Dickinson University
for school counseling researchers will be provided.
drewm@centenarycollege.edu
Discussion and feedback will be invited.
Facilitating Experiential Learning Within a Group
Counseling Course
Daniel Cinotti, Caldwell College
Megyn Shea, New York Institute of Technology
dac1@aol.com
Location: Williams
Many counseloreducation programs including all
CACREP-accredited programs offer their students
the opportunity to participate in experiential activities as
group members. Although usually offered as part of a
group counseling course, the format and structure of
these activities vary greatly across programs. The
individual facilitating the group, the stated purpose, and
the degree to which the students’ course grades are
related to their participation is often program-specific.
These important considerations carry inherent benefits
and problems and merit further exploration. The
presenters will utilize the literature on Personal Growth
Groups and offer ideas from their experience. Through
Research shows that learning communities and
establishing a relationship with students correlates with an
increase in both academic success and retention rates. In
traditional brick and mortar institutions, class time, office
hours, and student meetings help to achieve this
relationship; however, when counseling programs are
offered via online learning environments, establishing this
relationship can pose a significant challenge. We will
discuss current research in this area and then provide
practical strategies to help counselor educators develop a
teacher-student relationship particularly for those who
teach primarily through distance learning modalities. The
presenters offer a unique perspective, students of an
online based program and professors of blended/online
based programs.
30
SATURDAY
4:15 PM – 5:15 PM
ROUNDTABLES
SESSION 8
Promoting an Advocacy Identity: How to Light a
Fire
Karen Decker, William Paterson University
Sarah E. Campbell & Amie Manis, Capella University
deckerk1@wpunj.edu
Lcoation: Ballroom Table 1
This 30-minute roundtable discussion will highlight
current research supporting the inclusion of an advocacy
identity as an integral component of a professional
counselor identity. Presenters will facilitate discussion of
evidence-based strategies for counselors, counselor
educators, and supervisors for helping to promote a
strong advocacy identity among professional counselors
and counselor trainees. Future directions in research will
also be highlighted.
Empathize, Pity or Judge: Exploring Attitudes about
Poverty
Louisa L. Foss-Kelly & Margaret M. Generali, Southern
Connecticut State University
fossl1@southernct.edu
Lcoation: Ballroom Table 4
Unexamined personal values, beliefs and assumptions
regarding poverty and socioeconomic status can
significantly cloud one’s lens as a professional counselor.
Without personal awareness, a counselor’s own bias may
intensify client experiences of oppression, resulting in
harm. This presentation will provide an overview of the
literature on counseling, poverty, and socioeconomic
status, including the critical need for counselors to
address personal assumptions and values about those
who live in poverty. Best practices for assisting,
empowering, and advocating for clients living in poverty
will be presented. Implications for counselor education
and research will be explored and techniques to facilitate
student self-exploration and skills development will be
provided.
Transition Planning: Preparing School Counselors to
Assist Students with
Intellectual Disabilities
Amy Cook, Laura Hayden & Felicia Wilczenski, University of
Massachusetts Boston
Multicultural Counseling Training in CACREPaccredited School Counseling Programs: The
Best Educational Practices that Makes the Most
Culturally Competent Counselors
GoEun Na, Stephanie Jones, Brittany Gajewski & David Platt,
Rutgers, The State University of New Jersey
amy.cook@umb.edu
Transition from high school to postsecondary education
(PSE) and employment can be challenging for all youth,
and particularly for youth with intellectual disabilities (ID;
Grigal, Hart, & Paiewonsky, 2010). School counselors are
uniquely positioned to provide assistance and advocate
for students with ID in accessing appropriate PSE
options. This presentation describes how counselor
educators can prepare school counselors to effectively
support the postsecondary transition needs of students
with ID, including a review of various postsecondary
transition options available and the school counselors’
role.
SORRY DIDN’T MEAN TO LAUGH:
TECHNIQUES FOR CURBING
INAPPROPRIATE LAUGHTER
Tiphanie Gonzalez & Jody Fiorini, SUNY Oswego
tiphanie.gonzalez@oswego.edu
goeun.na@gse.rutgers.edu
With the ever-changing demographic landscape of the
United States, the counseling profession must focus its
attention on the unique and common circumstances
between diverse cultures and the needs and goals of
different cultural backgrounds. Schoolcounselors are
uniquely positioned to support the K-12 student
population across the country in areas of academic, career
and personal/social development (Bidell, 2011). While
pursuing a certification in school counseling through a
CACREP accredited program, graduate students are
exposed to an integrated multiculturally-focused program
with specific coursework and experiences in the domains
of multicultural awareness, knowledge, and skills. The
purpose of this presentation is to examine the perceived
level of multicultural counseling competencies and
explore best practices in multicultural training for school
counseling trainees.
Funny moments happen but during session there are right
and wrong times to fall into a bout of laughter. What
should a Counselor do during those wrong times? How
can we prepare our Counseling trainees for these
inevitable moments? Come join us as we share ideas,
stories and techniques on how to keep your cool.
31
Collaborative Counselor Researcher-Practitioner
School-based Teams: Working Together to Benefit
All
JoLynn Carney, Richard Hazler, Yanhong Liu, James Glecker,
Linsey Covert, Julia Bryan & Javier Casado Pérez, The
Pennsylvania State University
jvc15@psu.edu
Location: Ballroom
Table 6
To dispel the mystery and anxiety surrounding
manuscript publication, the editors of JCPS will present
the publication process for submitted manuscripts. Tips
for successful publication, acceptance rates, timelines of
authors and the rating system for manuscripts will be
included in the discussion. Qualifications for editorial
board members will be described.
Counselor Educators and School Counselors have
formed a diverse Researcher-Practitioner research team to
enhance elementary students’ academic, social, and
emotional outcomes and to improve overall school
climate. We will describe how the team came about, the
reasons for becoming involved, the difficulties
experienced, as well as the enjoyment and benefits. The
team has proved successful at both implementing a
school-wide, team-based approach to impact school
bullying and at providing hands-on mentoring
experiences for graduate students include scholarly work
and grant seeking. The benefits (e.g., each member
bringing diverse perspectives and creative ideas) and
difficulties (e.g., getting concrete decisions made) of such
a venture are presented to help others consider how to
best develop and manage such teams.
Title: Promoting Professional Identity and Advocacy:
Roles for CSI Chapters and Networks
JoLynn Carney, The Pennsylvania State University
Melissa Luke, Syracuse University
Summer Reiner, The College at Brockport, State University of
New York
jvc15@psu.edu
Summary of Presentation Content: Chi Sigma Iota
chapters include both student, faculty, and professional
counselors in their membership, and are uniquely situated
at the grass-roots level where professional identity is
learned and training for professional advocacy begins.
The presenters will share strategies for promoting
professional identity and advocacy issues through
individual CSI chapters and networks of CSI chapters
which may operate within individual states as well as
regions. Ultimately, these networks of chapters can work
together to influence counselor licensure laws within each
state and help promote unity in relation to educational
standards within the profession.
Publishing Manuscripts in the Journal for Counselor
Preparation and Supervision
Edina Refro-Michel, Montclair State University
Jane Webber, Kean University
Ellery Parker, Walden University
Michael Hannon, Montclair State University
renfromichee@mail.montclair.edu
32
SUNDAY, SEPTEMBER 28
SUNDAY
9:15 AM- 10:15 AM
EDUCATION SESSIONS
SESSION 9
Integrating Mindfulness into Professional Counselor
Identity Development
Christina Tortolani, Kristin Malatino, Elizabeth Gibbons
Holtzman, Prachi Kene & Kalina Brabeck, Rhode Island College
ctortolani@ric.edu
Mindfulness is described as purposeful and
nonjudgmental attending to internal and external
experiences in the present moment. In recent years,
mindfulness has been increasingly utilized in therapeutic
and educational settings. There is an extensive and
growing research literature that asserts the benefits of
regular mindfulness practice on factors of healthy
development. Research on mindfulness has also found
that regular mindfulness practice improves counseling
skill development (e.g., Buser, et al., 2012, Christopher, et
al., 2006). This presentation will review the current
research on mindfulness-based practices in counselor
education, including the use of mindfulness in teaching,
counseling practice, and counselor self-care. The authors
will present best practices and strategies for integrating
mindfulness into professional counselor identity
development.
Supervising International Counselor Trainees:
Providing Multiculturally Sensitive Training and
Supervision
Yung-Chen (Jen) Chiu, Elif Cimsir & Yanhong Liu, The
Pennsylvania State University
yzc124@psu.edu
A growing number of international counselor trainees are
enrolled in a variety of counseling-related programs with
the force of internationalization. This presentation will
provide an overview of international counselor trainees in
the U.S., their multicultural competency development,
training needs, and recommendations for counselor
educators and supervisors. Cultural differences among
international counselor trainees and its impact on
multicultural development and supervisory relationship
will be discussed. We will address the importance of
delivering multiculturally sensitive supervision and will
initiate live discussion on impacts of cultural differences
and values in supervision processes. Models of
acculturation process and multicultural competency
development and models of multicultural supervision (e.g.
the VISION model developed by Garret et al.) will be
discussed.
Connection of Developmental Processing to
Acquisition of Multicultural Competence through
Immersion
Laura Shannonhouse, University of Maine
laura.shannonhouse@maine.edu
Location: Promenade
Cultural immersion (CI) is en vogue; however, most CI
studies lack intentional methodology, generalizability, and
evidence for the relationship between CI and
multicultural counseling competence (MCC). It is argued
that process group during CI is critical for increasing
MCC. Findings from cognitive development and
cognitive/emotional style (CEDS) processing may offer
an intentional model to process CI experiences that
maximizes the attainment of MCC. Quantitative results
from a study examining counselor trainees’ MCC, CI, and
CEDS are explored. You are invited to an interactive
presentation where you can learn your own CEDS
preference along with strategies to better accommodate
knowledge gained from the field to your work with
clients.
Mitigating Stigma of Mental Illness and Relevance
for Pre-Service Counselors and Counselor Educators
Babatunde Adekson, University of Rochester
badekson@u.rochester.edu
Location: Hartwell
Stigma is defined as a mark of disgrace meant to discredit
the individual bearingthe mark (Byrne, 2000). Research
shows that negative beliefs about people with mental
illness are prevalent among mental health staff (Corrigan
& Penn, 1999) as well as in the general public. There are
three principal strategies used in mitigating stigma:
protest, contact, and education. Evidence suggests that
each of these strategies is impactful, with the most robust
impact found in the use of contact (Corrigan, 2012).
Coordinated and cognitively-complex education (Overton
& Medina, 2008), particularly at the graduate level have
also been found to be effective in curtailing stigma of
mental illness among mental health and service
professionals.
Mentoring: Preventing Flames of Doctoral Student
Ambition and Success from Being Extinguished
Elizabeth Moore & Debra Hyatt-Burkhart, Duquesne University
mooree@duq.edu
Location: LaSalle
The rate of completion of doctoral studies in the US is
estimated to be a low 50% (Hoskins & Goldberg, 2005).
There is a need to increase retention and improve student
outcomes. Counselor education students face unique
challenges that include a need to balance professional and
personal roles, often while maintaining employment.
Mentoring provides a means for supporting the
33
professional identity of graduate students. This
presentation addresses the benefits of mentoring and
discusses the state of mentoring programs as found in the
presenters’ own research exploring mentoring as a
practice in Counselor Education Doctoral Programs. This
presentation provides counselor educators, and doctoral
students with research-based information that is designed
to light and sustain the fire of professional identity
through mentoring.
identity in counselor education students. Interventions for
preparing counseling students to conduct crisis, disaster,
and trauma counseling, as well as integrating wellness and
self-care education will be examined. Furthermore, the
presentation will explore how the focus on crisis, trauma,
and disaster counseling has impacted the counseling
profession.
SUNDAY
9:15 AM – 10: 15 AM
ROUNDTABLES
SESSION 9
Building a Brighter, Stronger, and Longer Lasting
Fire in Emerging Counselors: Ecological Pedagogies
in Prepracticum and Counselor Education
Jaime H. Castillo & Cara Levine, Syracuse University
Expanding Our Discourse on Trauma: Implications
jhcastil@syr.edu
for Counselor Education and Supervision
Location: Williams
Anna Elliott, Idaho State University
Counselor Education does not have a theoretical or
conceptual framework for pedagogy (Fong, 1998;
Granello & Hazler 1998; Nelson & Neufeldt, 1998;
Sexton 1998). Counselor education needs to identify a
pedagogical model in order to guide when, why, and how
course content is delivered. This presentation will discuss
the implications of counselor education embracing
Bronfrenbrenner’s (1979) ecological model as the
theoretical anchor to its pedagogy. Strategies for teaching
prepracticum courses from an ecological lens will be
discussed. Attendees will engage in discussions on how an
ecological pedagogical model can be applied to the
CACREP’s (2009) eight common core content areas.
Integration of Discrimination Model and Trauma
Recovery Model in Clinical Supervision
Yihhsing Liu & Melissa Luke, Syracuse University
maomiliu@gmail.com
ellianna@isu.edu
With the introduction of the 2009 CACREP
Crisis/Disaster requirement, coupled with the
increasedfrequency of reported traumatic events and
PTSD, there is a growing need to ensure counselors
in training are properly prepared and supported in
working with clients within this population. This
presentation addresses the significance of ensuring the
training is expanded to a wide array of traumatic
experiences including disaster counseling, military clients,
sexual trauma, and traumatic loss. The frequency of
encountering clients who have undergone trauma and
what the literature suggests about counselor in-training
preparedness will be addressed. This presentation will
reaffirm the diversity of trauma causing events and the
necessity of a unified approach in counselor preparation.
This presentation will integrate Bernard’s discrimination
model (1979) and Herman’s trauma recovery model
(1997) for use within trauma focus supervision. In
addition to using didactic methods, presenters will present
excerpts from videotaped supervision between a
supervisor and a novice therapist who was working with
survivors of trauma to illustrate the synthesis of the two
models. Implications and evaluation of the approach
will be discussed.
Stoking the Fire: Strengthening Counselor Identity
through Trauma Education and Self-Care
Aniela Scanlon & Kristyn Maikranz, Duquesne University
scanlon2@duq.edu
This session will provide an overview of how counselor
education programs have incorporated the CACREP
standards regarding crisis, disaster, and trauma
counseling. The program will explore practical teaching
strategies for trauma education to increase counselor
Maintaining our Skills: Applied Counseling
Expertise Amidst a Myriad of Faculty
Responsibilities
Margaret M. Generali & Louisa Foss-Kelly, Southern Connecticut
State University
generalim1@southernct.edu
Applied professional counseling experience is a critical
asset when teaching and supervising counselors in
training. In the midst of teaching, committee work,
research, and administrative tasks, counseling practice can
become a low priority. In fact, even a low level of
engagement in counseling practice may be prohibited by
time limitations. How do counselor educators stay current
in the field and practice the art of counseling? Our ideas
of 'scholarship' can compete with good teaching, and
administration may not understand or appreciate how
clinicians need to remain active. Participants will be asked
to reflect on current practices and share insight regarding
34
their renewal of applied counseling practice and set goals
for maintaining applied counseling
practice.
Preparing Counselors in working with Young
Victims of Human Trafficking
Venita Rawal, Montclair State University
rawalv1@mail.montclair.edu
same ways. Trained together. Once we specialize some of
us no longer interact with counselors in other areas. May
not keep up with the going ons in their specialties. This
divide challenges us in a way that makes it more difficult
to define who we are as a profession. This presentation
will discuss the increasing need for unification between
divisions and how that can be met through more
collaboration.
SUNDAY
10:30 AM – 12:00 PM
EDCUATION SESSIONS
SESSION 10
Who are theyoung victims of human trafficking and
where may we as counselors encounter them?
School Counselors are perhaps most likely to work with
these young victims as most attend school. This
workshop will discuss the importance of preparing
counselors in identifying this highly vulnerable
population. Information will be shared on current efforts
to help victims and best practices in providing counseling
services. The presenter will also focus on the advocacy
and social justice needs of this special population and the
role of counselors in helping them be treated as victims
not as criminals. The workshop will use case studies to
discuss how and why counselors need to be trained to
meet the therapeutic needs of a traumatized population.
Promoting Professional Advocacy: Classroom
Activities across the CACREP Core Areas
Melissa Freeburg, Bridgewater State University
School Counseling in 2014: What do Our Graduate
Students Need to Know and Do We Teach What It
Takes to Light Their Fire?
Robert Bardwell, Monson Innovation High School/Westfield State
University
Carol Dahir, New York Institute of Technology
Tim Poynton, Suffolk University bardwellr@monsonschools.com
Interdisciplinary Training: Preparing Counselors for
Interprofessional Collaborative Practice
Jane Okech & Anne Geroski, University of Vermont
What should school counseling graduate students be
learning these days in order tobecome an inspired school
counselor? Are counselor educating programs adequately
teaching that information? Who is making sure that it is
being taught? This will be a highly interactive session that
will focus on content and current trends/needs in school
counselor preparation. Are we adequately preparing
future school counselors about topics such as data
collection & analysis, classroom guidance delivery, the
role of the Common Core, closing the gaps, technology
application and integration, college admission counseling
and advocacy and leadership? Share your concerns and
ask questions about the future of the school counseling
profession. Audience participation required.
Getting Back To Basics: Strengthening Counseling
Division Unity and Collaboration
Tiphanie Gonzalez, State University of New York at Oswego
mfreeburg@bridgew.edu
Literature suggests that perhaps counselors are more
engaged in advocating for clients rather than the
profession. Participants of this workshop will be
introduced to over twenty classroom activities
/assignments that promote knowledge and skills in
professional advocacy.
Jokech@uvm.edu
Counselors typically work in interdisciplinary settings and
are expected to navigate the complex dynamics of
interprofessional consultations while maintaining a clear
understanding of their counselor identity. This
presentation explores the experiences of one Counselor
education program as it collaborates in a project that
convenes faculty and students from Counseling, Social
work, Nursing, Family Medicine and Internal Medicine in
a collaborative training program. The training program
will last 29 months and will be integrated into the
curricula of each discipline at its conclusion. The trainee
cohorts started with first year students or residents. The
training modality uses a 3-element approach: 1) didactic
skill and conceptualization training; 2) team-based
modeling and practice with professional clients; and 3)
individual and group supervision.
Many counselors specialize in one or more areas of
counseling. However at our corewe all are trained in the
35
Constructive Clinical Supervision
Douglas Guiffrida & Erin M. Halligan, University of Rochester
Jason T. Duffy Syracuse University
counselors’ experiences with vulnerability in their work
with clients, as well as the perceived impact of counselor
vulnerability on client.
Location: Promenade
Online Video Modules Used to Train School
Counseling Site Supervisors
Megyn Shea & Jennifer Czyzyk, New York Institute of
Technology
DGuiffrida@warner.rochester.edu
The presenters will provide an overview of a constructive
approach to supervision, which is an approach that
integrates constructivist principles of human growth,
change, and development with several theories of
psychotherapy. In addition to describing the theoretical
underpinnings of the approach, we will also describe the
process of constructive supervision, including discussing
activities that can be used to facilitate supervisee critical
self-reflection and assessment from a constructive
perspective. Cases will also be presented that illustrate the
effectiveness of this approach with supervisees from
various settings. Time will be allotted for discussion of
the cases along with sharing of participants’ experiences.
Beyond Harm Reduction: The Suicidal Crisis as a
Springboard for Growth
Louisa L. Foss-Kelly, Southern Connecticut State University
fossl1@southernct.edu
Location: Hartwell
The crisis of suicidality may trigger fear in new and
seasoned counselors alike, often leading to a singular
focus on keeping the client alive. Indeed, common
assessment approaches tend to overemphasize harm
reduction and fail to maximize the opportunities such
crises hold for growth and wellness. This presentation
will provide a brief review of common assessment, safety
planning and early intervention strategies, followed by
strategies and techniques for expanding client strengths
and encouraging personal meaning-making, growth, and
hope. Practical and research implications for counselor
education and supervision curricula will be explored.
Exploring Counselors’ Personal Experiences with
Vulnerability in the Counseling Relationship
Hannah D. Kreider & Heather Helm, University of Northern
Colorado
Hannah.kreider@unco.edu
Location: LaSalle
What is vulnerability? How is it defined and experienced
in the counseling relationship? How does it impact
counselors and clients? This presentation includes
research findings that explore answers to these questions.
Relational-cultural theory posits that through vulnerability
counselors can foster deeper connection with clients and
provide more effective and multi-culturally competent
counseling (Jordan, 2000; 2001; 2008). Counselor
vulnerability may also help mitigate existing power
differences between counselor and client (Ruiz, 2012;
Vicario, Tucker, Adcock & Hudgins-Mitchell, 2013).
Building on these ideas, we sought to understand
mshea01@nyit.edu
Locaion: Williams
Providingsupervision training for counseling site
supervisors is a CACREP expectation and cited as an
important factor in counselor development. However,
research indicates that many school counseling site
supervisors lack supervision training. The purpose of this
workshop is to share school counseling supervision
videos created by the presenters to address the common
problem of consistency in school counselor site
supervisor training. The video modules aim to engage
supervisors and improve their understanding of
supervision best practices. The videos address school
counseling program expectations, effective use of
supervision time, and models of supervision. Results
from a survey regarding the effectiveness of the video
modules will be shared.
Professional Counselor Identity: A National Study of
Counselor Educators
Summer Reiner, The College at Brockport, State University of
New York
Robert A. Dobmeier, Thomas J. Hernandez, The College at
Brockport, SUNY
sreiner@brockport.edu
This presentationwill reveal the results of a national
survey of counselor educators on counselor
professional identity and the perceived impact it has on
legislative issues, license portability, and ability to secure
third-party payments (e.g., insurance, Medicare). The
purpose of this presentation is to increase professional
counselor awareness: (1) of the political issues facing the
counseling profession, and (2) how to engage with the
public (i.e., legislators, insurance companies, clients) to
improve counselor recognition. The presentation will
incorporate lecture, discussion, small-group activities, role
play exercises, and participant goal-setting activities.
36
2014 NARACES AWARDS
Presented Saturday, September 27, 2014
Awards Luncheon, Rosemoor Ballroom
MARIJANE FALL/NARACES
COUNSELOR EDUCATOR OF THE YEAR
History of the Award
This award is given in memory of an outstanding counselor educator who touched many lives
with her special way of connecting with people, truly accepting them for who they were, and
making them feel good about themselves. Marijane Fall attended Colby College, Nasson
College, the University of New Hampshire, and the University of Southern Maine. She attained
her doctorate in Counselor Education from the University of Maine and taught at both the
University of Iowa and the University of Southern Maine, retiring from the latter as full
professor and Professor Emeritus in 2007. Marijane Fall’s style of valuing people was
contagious, her strong inner spirit and essence resonated outward to help others, and the
world is a much richer place for her presence and enduring spirit.
Marijane Fall was a prolific researcher and author and a national expert in play therapy. She
was the founder of the Maine Association for Play Therapy (MeAPT), President of NARACES,
and an active member and leader in organizations such as ASCA, ACA, ACES, MeSCA, and
APT. School counseling, clinical supervision, and play therapy were the topics she lived,
taught, and wrote about as a counselor education professional. Her creativity was manifested
both in development of play therapy theory and practice as well as in a number of therapeutic
tools, including “Green Greg,” her well known companion puppet. In keeping with Marijane
Fall’s extraordinary accomplishments in counselor education, her personal and professional
grace, her avid celebration of life and all of its creatures, her joy in being present in the lives
around her, and her commitment to finding the child within us all, this award recognizes a
creative, generous, charitable counselor educator who has reached out to others in spirit,
scholarship, and deed and thereby made a profound difference in the lives of those so
touched.
Nominee Attributes
In keeping with Marijane Fall’s extraordinary accomplishments in counselor education, her
personal and professional grace, her avid celebration of life and all of its creatures, her joy in
being present in the lives around her, and her commitment to finding the child within us all, this
award recognizes a creative, generous, charitable counselor educator who:

Has made a contribution in one or more specialty areas (i.e, School counseling, play
therapy, clinical supervision, or other specialty)

Has shown leadership in state, regional, or national counseling organizations

Someone who consistently finds the good in others through kindness, empathy and
warmth

Has reached out to others in spirit, scholarship, and deed and - made a profound
difference in the lives of those so touched
37
OUTSTANDING GRADUATE STUDENT AWARD
This award recognizes a graduate student who has excelled throughout his/her program in a
variety of areas and who:

Has a current GPA of 3.5 or above

Is in the last year of his/her graduate study

Is involved in state, regional or national organization activities that have had or are
having a significant impact within these systems

Demonstrates evidence of leadership in a counseling or counselor educator
organizations

Is engaged in research activities

Has made a scholarly contribution to the field of counseling, counselor education,
and/or supervision (accepted presentations at state, regional, or national counseling
conferences, manuscripts under review or published, book chapters, grants, etc.)
OUTSTANDING SUPERVISOR AWARD
This award recognizes a site supervisor or counselor educator who:

Has a minimum of 3 years experience as a supervisor of counseling students

Is licensed or certified as a counselor

Models professional involvement, leadership, professional development and/or
advocacy

Has shown exceptional mentorship through consistent service as a supervisor

Actively encourages student involvement in professional activities

Facilitates students’ introduction and involvement in the counseling profession

Demonstrates evidence of professional involvement and leadership that have
contributed to outstanding performance accomplishments by students under his/her
supervision

Is involved in activities in state, regional, national or international organizations that
have had or are having a significant impact within these systems
38
NARACES SOCIAL JUSTICE AWARD
This award recognizes a counselor educator or student who has made significant contributions
to the research and literature on social justice and/or multicultural issues while:

Utilizing the scientist-practitioner-advocate training model in his/her practice

Providing service that enhanced equity in social justice and/or multicultural issues

Engaged in community-based social justice and advocacy issues

Infusing diversity and social action into counseling, counselor education and supervision
in any of the following areas:
o Supervision
o Systemic change
o Innovative practice
o Educational programming
o Curriculum development
o Community outreach
o Client advocacy
o Teaching and/or training
NARACES NEW PROFESSIONAL AWARD
This award recognizes a pre-tenured or new professional counselor educator in the NARACES
region who has demonstrated promise in all areas of an academic position: teaching,
scholarship and service, including:

A commitment to excellence in teaching, demonstrated through recognition by both
students and colleagues.

A productive track record of research, publications, presentations, and other scholarly
activities, including a clear research agenda that promises to develop our knowledge of
counseling.

Active involvement in service to the counseling profession, preferably with leadership
positions.
Thank you to all those who submitted nominations and to the
2014 NARACES Awards Committee:
Mike Mariska (Chair)
Viabhavee Askagar
Fallon Dodson
Steve Flynn
Louisa Foss-Kelly
Sandy Gibson
Megan Krell
Jesse Lyle
Marte Ostvik-de Wilde
39
2014 Conference Committee
Chair ~ Holly Branthoover
Conference Proposal Coordinator ~ Vaibhavee Agaskar
Conference Program Coordinators ~ Heather Barto & Leah Clarke
Emerging Leaders/Pre-conference ~ Tracey Robert
Vendors ~ Sibyl West & Melissa Luke
Career Corner ~ Amanda Minor & Louisa Foss
Excellence in Teaching ~ Krista Malott & Nicole Hill
Graduate Student Events ~ Atiya Smith & Hennessey Lustica
Awards ~ Mike Mariska
Registration ~ Tim Poynton & Ann Ordway
Finances ~ Patricia Godspeed
Communication ~ Nicole Pulliam & Jennifer Parzych
The Committee would
like to thank Holly
Branthoover for her
capable and
thoughtful leadership
Continuing Education ~ Michael Hannon
Thank you NARACES 2014 Volunteers
Proposal Reviewers
Monica G. Darcy
Registration & Career Corner
Volunteers
Rebecca A Willow
Jennifer Barna
Steven Jay Kassier
Tyler Wilkinson
Meridith Drew
Melissa M Luke
Kristin Vincenzes
Leah K. Clarke
Cassandra Gibson
Heater Barto
Ellery Parker
John A. Conteh
Jaime Hernando Castillo
Aniela (Nellie) Scanlon
Vanessa Teixeira
Kristyn Maikranz
Don Trahan
Debra Hyatt-Burkhart
Allison Hrovat
Blaire Cholewa
Anna Locke
Vaibhavee Agaskar
Amy Cook
Holly Branthoover
Cassandra Fleck
Lorraine J. Guth
Tracey Robert
Yslande Salomon Vilsaint
Lynn Bohecker
Alan C. Mille
Claire Dandeneau
40
Congratulations to the
2014 NARACES Emerging Leaders!
Master’s Students
Cassandra Fleck, The College at Brockport, SUNY Brockport
Yslande Vilsaint, Southern Connecticut State University
NARACES
Emerging
Leaders
PhD Students
Jaime Castillo, Syracuse University
Hennessey Lustica, University of Rochester
Anna Locke, Montclair State University
Vanessa Texeira, Argosy University
Ellery Parker, Walden University
New Professionals
Vaibhavee Agaskar, New Jersey City University
Amy Cook, University of Massachusetts, Boston
Megan Delaney, Fairleigh Dickinson University
Cassandra Gibson, The College of New Jersey
Kasie Lee, Alfred University
Amanda Minor, Salve Regina University
This professional development
program was developed by ACES to
encourage new professionals and
doctoral students to become active
in leadership and professional
engagement. NARACES and the
other regions adapted this program
for members to include masters’ and
doctoral students with new
professionals. Candidates are
required to submit a resume,
references and a personal statement
indicating their interest and current
professional activities. The grant
sponsors participation to our
regional conference and attendance
at the Emerging Leaders workshop.
Invited participants will receive a
stipend of $200 for attendance at the
workshop and conference.
Heather Robertson, St. John’s University-Queens
Renee Sherrell, St. Joseph’s University
Jean Schutt, Chicago School of Professional Psychology
Donald Trahan, University of Mary Washington
41
NARACES Executive Committee
President
Secretary Elect
Membership Chair
Wellness Chair
Holly Branthoover
Edina Renfro-Michel
Tracy Stinchfield
Melissa Rosenberg
Immediate Past
President
Treasurer
Awards Committee
Chair
Excellence in Teaching
Committee Chairs
Michael Mariska
Krista Malott
Nicole Hill
Graduate Student
Representative
Pat Goodspeed
Tracey Robert
President Elect
Technology
Journal Editors
Melissa Luke
Tim Poynton
Michael Mariska
Edina Renfro-Michel
Jane Webber
Secretary
Derek Seward
Hennessey Lustica
Communications
Chairs
Nicole Pulliam
Jennifer Parzych
Call for Nominations!!
We will be accepting nominations for the NARACES Board during the business
meeting at the conference. The following positions will be opening:
 President Elect-Elect (President 2016-2017)
 Secretary Elect-Elect (President 2016-2017)
Please contact Nominations & Elections Chair,
Tracey Robert at trobert@fairfield.edu , with questions or nominations. Information
about the positions can be obtain at http://www.naraces.org/orgdocs
42
Hilton Providence
21 Atwells Avenue
401-831-3900
Wi-fi is available throughout hotel. See NARACES registration desk for access.
Registration will
be in the 1st
Floor Lobby
Shula’s Private Dining Room is on the first floor across from the
Roger Williams Room. You will enter the restaurant and turn left in to the
PDR.
43
Many Thanks to our 2014
Sponsors and Vendors
44
Contact:
Tiphanie Gonzalez, AMCD
North Atlantic Regional Chair,
45
Thank you for attending
www.naraces.org
Please stay involved with the following professional opportunities.
The Journal for Counselor Preparation and Supervision
Fall 2014 Issue
Welcome to Providence!
We hope you enjoy the NARACES conference.
FALL ISSUE: We invite you to review our Fall 2014 issue of JCPS, and to visit
our new website http://repository.wcsu.edu/jcps/
COFERENCE PRESENTATION: Want to talk to the editorial staff and some
of our reviewers? Come to our presentation 4:15pm Saturday during Roundtables.
Bepress/Digital Commons: We are excited to announce that JCPS has had
6,385 downloads since we joined bepress/Digital Commons in January! We are
indexed through EBSCO and ProQuest, and in the process of being indexed in
PsycINFO. Authors receive regular download reports.
MANUSCRIPTS: We are accepting manuscripts on topics of supervision,
counselor education, and clinical practice.
EDITORIAL BOARD: Would you like to be an editorial board member? Please
email your vita and specialty areas of interest to: jcpsnaraces@gmail.com
46
CALL FOR PROPOSALS!
ACES
2015 Conference
ACES LEADERSHIP FOR CULTURALLY RELEVANT
PEDAGOGY AND PRACTICE
Wednesday, October 7 – Sunday, October 11, 2015
Philadelphia Downtown Marriot, Philadelphia, PA
(Visit www.aces2015.net for conference information and brochure/registration information)
Portal for submissions open by December 1, 2014
Proposals are due by January 31, 2015
Questions?
Email: acesconference2015@gmail.com
47

Full Conference Program

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